o 

2. 



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LIBRARY OF CONGRESS. 



Shelf 3--2-i3 

UNITED STATES OF AMERICA. 



^ . 4 



Aids for Teaching 
General History. 



History, 



students and Teachers of History will find tlie following 
to be invaluable aids: — 

Studies in General Histojy, 

(jooo B.C. to 1880 A.D.) An Application of the Scientific Method to the Teaching 
of History. By Mary D. Sheldon, formerly Professor of History in Wellesley College. 
This book has been prepared in order that the general student may share in the advantages 
of the Seminary Metho<a of Instruction. It is a collection of historic material, interspersed 
with problems whose answers the student must work out for himself from original historical 
data. In this way he is trained to deal with the original historical data of his own time. In 
short, it may be termed a7i exercise book iii history and politics. Price by mail, $1.75. 

THE TEACHER'S MANUAL contains the continuous statement of the results 
which should be gained from the History, and embodies the teacher's part of the work, being 
made up of summaries, explanations, and suggestions for essays and examinations. Price by 
mail, 85 cents. 

Sheldon s Shidies in Greek and Roman History, 

Meets the needs of students preparing for college, of schools in which Ancient History 
takes the place of General History, and of students who have used an ordinary manual, and 
wish to make a spirited and helpful review. Price by mail, $1.10. 

Methods of Teaching and Studying History, 

Edited by G. Stanley Hall, Professor of Psychology and Pedagogy in Johns Hopkins 
University. Contains, in the form most likely to be of direct practical utility to teachers, as 
well as to students and readei-s of history, the opinions and modes of instruction, actual oi 
ideal, of eminent and representative specialists in leading American and English universities. 
Price by mail, $1.40. 

Select Bibliography of Church History. 

By J. A. Fisher, Johns Hopkins University. Price by mail, 20 cents. 

History Topics for High Schools and Colleges. 

With an httrodnction up07t the Topical Method of Instrnctio7i in History. By 
William Francis Allen, Professor in the University of Wisconsin. Price by mail, 30 cents. 

Large Outline Map of the United States. 

Edited by Edward Channing, Ph.D., and Albert B. Hart, Ph.D., Instructors in 
History in Harvard University'. For the use of Classes in History, in Geography, and in 
Geology. Price by mail, 60 cents. 

Small Outline Map of the United States, 

For the Desk of the Pupil. Prepared by Edward Channing, Ph.D., and Albert B. 
Hart, Ph.D., Instructors in Harvard University. Price, 2 cents each, or $1.50 per hundred. 

We publish also small Outline Maps of North America, South America, Europe, Centra] 
and Western Europe, Asia, Africa, Great Britain, and the World on Mercator's Projection. 
These maps will be found invaluable to classes in history, for use in locating prominent his- 
torical points, and for indicating physical features, political boundaries, and the progress of 
historical growth. Price, 2 cents each, or $1.50 per hundred. 

Political and Physical Wall Maps. 

We handle both the Johnston and St.^nford series, and can always supply teachers and 
schools at the lowest rates. Correspondence solicited. 



D. C. HEATH & CO., Publishers, 

BOSTON, NEW YORK, AND CHICAGO. 



AIDS 



TEACHING GENERAL UISTORY; 



INCLUDING 



A LIST OF BOOKS RECOMMENDED FOR A 
WORKING SCHOOL LIBRARY. 



BY y 

MARY D. SHELDON, %. 



Ci--: 



FoRMEKLT Professor of History in Welleslet College, 

Teacher of History in the Oswego Normal 

School, New York, and Author of 

Studies in General History. 



'*=°^ l%ll^ 1 



PUBLISHED BY D. C. HEATH & CO., 

Boston, New York, and Chigago. 

1888. 



- / 



THE LIBRARY 
or CONGRESS 

WASHINGTON 







Copyright, 1888, 
By Mart Sheldon-Baknes. 






Typography by J. S. Gushing & Co., Boston. 



AIDS FOR TEACHING GENERAL HISTORY. 



The time has come when the teacher of history, as well as 
the teacher of chemistry or biology, demands for his work a 
certain material equipment, which shall enable his pupils to 
realize some of that mental vigor which springs from individ- 
ual work with the sources of knowledge. In Germany, this 
demand has been met by what are known as QueUenbilcJier, 
or collections of illustrative and original sources ; and in my 
own Studies in General History, I have made some attempt to 
meet such a need for our secondary schools ; but even had the 
teacher some ideal Quellenbuch to place in the hands of his 
pupils, he would still find that every extension of equipment 
which can give neiv material for work and thought will pay for 
itself again and again in results more genuine and lasting. 

For the teacher of history, a material equipment mostly 
consists of pictures, maps, and books. Of pictures, the most 
valuable are photographs of buildings, statues, monuments, 
reliefs, and remains in general,^ — and contemporary prints, 
portraits, or engravings of the time to be considered. The lat- 
ter can often be found in desirable reproductions, and teacher 
and pupil alike will find a great interest in collecting historical 
cuts and engravings from old and new magazines and the 
better class of illustrated papers. These, as well as the pho- 
tographs, should be nicely mounted on separate sheets of uni- 
form style and size, and clearly labelled; in the case of an 

1 The Soule Photo. Co., 338 Washington St., Boston, Mass., will furnish on 
application catalogues of such photographs, unmountedy from which a very 
desirable selection may be made. 



4 AIDS FOR TEACHING GENERAL HISTORY. 

engraving or print, its source and date should be given. The 
mounting, labelling, and collecting, and even the purchasing, 
should be done, as far as possible, by the pupils, the teacher 
being prime director and adviser. Of maps, the best available 
collection for most of our schools is that of Labberton ; and 
his last edition is accompanied by a full text, which makes it 
a good Avork of reference as well. But this collection should 
be duplicated and supplemented by maps of the pupils' own 
making. These may be quickly and effectually made by using 
Heath's Outline Maps of Ancient History, Europe^ Central and 
Western Europe^ British Isles, England, France, Germany, Italy, 
Greece, etc.,^ and filling in the historical part with colored pen- 
cils, ink, or, when pupils are so inclined, they may be more 
elaborately finished with water-colors. A sheet of such little 
maps of Erance, for instance, showing her territorial divisions 
and boundaries at different dates, would make an excellent 
graphical presentation of much of her history. 

Closely allied to maps are graphical representations of time, 
which are a powerful aid in remembering the relation and 
sequence of dates. There are several publications which pre- 
sent history in this way ; Lyman's Historical Chart (Philadel- 
phia) being one of the best. But far better than any prepared 
work of this kind are century-maps, as they may be called, 
done by the pupils themselves. At the very beginning of his 
study, the student should provide himself with as many sheets 
of good stout paper as there are centuries in his proposed 
course.^ The ordinary sermon size will be convenient, and 
some arrangement should be made by which, as the study pro- 
gresses, these sheets may be fastened together like a long fold- 
ing map, so as to give the eye a continuous representation of 

1 For the graphic representation, by the pupil of geography, geology, his- 
tory, meteorology, economics, and statistics of all kinds. Two cents each; 
per hundred, $1.50. Map of Ancient History, three cents each; per hundred, 
$2.50. 

2 The ordinary stout manilla paper, sold at a few cents a yard, is heartily 
recommended for these mounts. 



AIDS FOR TEACHING GENERAL HISTORY. 5 

the time considered. Each of these sheets should be boldly 
and strikingly headed by its own century^ each should bear in 
separate colors the countries considered, and each should have 
its two or three leading events, names, or movements heavily 
and clearly printed out. The principle underlying such repre- 
sentations is, that visible place-relations are of great value to 
the average mind in fixing and remembering the more abstract 
relations of time. But within the boundaries of this principle, 
the pupil should be left very free to fill out his century-map 
in the style, proportion, and detail which best suits him, since 
the more closely the work is done in accordance with indi- 
vidual taste and aptitudes, the more strongly will it grow into 
the memory as a permanent acquisition. 

Of books it is more difficult to form a collection ; and yet 
some accessible collection is necessary, and the more of it that 
can be placed in the class-room itself, the better. The teacher 
needs at least four different kinds of books, each kind having its 
own power and worth. He needs a full and accurate collection 
of dates, facts, and names, well indexed ; the best single work 
of this sort is perhaps Tillinghast's Ploetz^ Epitome of Unioer- 
sal History. He neejis a good modern narrative, which shall 
embody the results of the best scholarship, and serve as a guide 
to proportion and completeness ; such an aid is to be found in 
Freeman^s General Course. If he has access to a library, or 
the means to form one, he wants to know what are the best 
books on any part of his subject, and the value and contents of 
others ; such an aid he will find in Adams' Manual of His- 
torical Literature. A shorter and very useful bibliography of 
the subject has been made by Prof. "W. F. Allen of Wisconsin 
University, and is published in Hall's Metliods of Teaching and 
Studying History} These aids being obtained, the teacher is 
ready to buy and use advantageously books of a fourth class, 
— books which bring him as near as possible to the deeds, the 

1 This bibliography adds also an excellent short list of historical novels, 
poems, and plaj's. The publishers are D. C. Heath & Co., Boston. 



6 AIDS FOR TEACHING GENERAL HISTORY. 

lives, the thoughts and feelings, of historic eras and peoples. 
Of these books, Plutarch's Liveg deserves the first place in the 
list. But, whether much or little can be done to obtain such 
expressions of the past, teacher and pupils can at least co-oper- 
ate to preserve for the school some collection illustrative of the 
present time. If the means are not available for keeping the 
complete file of a first-class paper, and even if they are, teacher 
and pupils should collect newspaper clippings, pamphlets, 
notices, and other ephemeral publications which contain sig- 
nificant speeches, letters, arguments, or striking accounts of 
contemporary events by the actors or witnesses* Such collec- 
tions grow rapidly in value. Such materials dating from the 
Civil War or from the preceding slavery contest are already dif- 
ficult to obtain, though full of historic interest and instruc- 
tion ; and our own time has as surely its desirable, though 
ephemeral, records. Such materials as these might be kept 
in a series of annual scrap-books, or in large manilla envelopes, 
enclosed in covers, classified according to years or half-years. 
A good plan is to keep pictures, maps, and scraps on mounts 
of the same size, or that may be folded to the same size, and 
to arrange them, without regard to subject, in alphabetical 
order, in stiff, clearly-labelled covers. Others may prefer to 
arrange them by topics ; but such collections are rather like 
a dictionary or cyclopedia than a narration, and the alpha- 
betical plan requires fewest cross-references. But teachers 
need never hesitate at the labor of making rearrangements, 
whenever it seems desirable ; since such work is of great 
value to pupils, as well as very agreeable to them, provided 
you do not ask them to do their oivn work over. 

Such a material equipment as that above indicated is the 
very least that any teacher of general history should demand 
of himself and his patrons. Where means and opportunities 
are more generous, the teacher should extend his aids as rap- 
idly as possible, having due regard to the properties of his 
subject and the ability and available time of his students. 



AIDS FOR TEACHING GENEEAL HISTORY. 7 

He will find tliat the purchases which will pay best in inter- 
est and enthusiasm are books of the fourth class named above, 
— books which may be described as those of the earliest or 
contemporary sources (List D). 

In making the following list, books of the first three classes 
are named, as well as those of the fourth, since many schools 
are so situated as to have access to no large library. In such 
cases, enough of the first three classes must be purchased to 
render the sources intelligible : where larger purchases of such 
works are within the means of the school, the buyer should 
carefully consult Adams' Manual. 



A. BOOKS COVERING THE WHOLE FIELD OF GENERAL 

HISTORY. 

Adams, Charles K. Manual of Historical Literature. New York, 
1882. $2.50*. A descriptive and critical bibliography of the whole sub- 
ject, including an especially fine portion on United States history. 

Bagehot, Walter, Physics and Politics, or thoughts on the appli- 
cation of the principles of natural selection and inheritance to politi- 
cal society. London and New Yorlv, 1873. $1.50. 

" I only profess to explain what seem to me the political prerequisites 
of progress, and especially of early progress. . . . Here physical causes 
do not create the moral, but moral create the physical." 

Freeman, Edward A. General Sketch of History. London and New 
York, 1880. $1.00. A complete, compact narrative, accurate, well- 
proportioned, philosophical. 

Haydn, J. Dictionary of Dates. New York, 1885. Eighteenth edi- 
tion, revised to date. .$5.00. A full and standard work of refer- 
ence, in which events and names are arranged alphabetically, with 
full dates and summary descriptions. 

Labberton, Robert H. New Historical Atlas and General History. 
New York, 1886. $2.40. 198 colored maps and 30 genealogical 



» AIDS FOR TEACHING GENERAL HISTORY. 

charts. The maps are admirable for the uses of the class-room, 
or for any student who is making his tirst acquaintance with the 
study of General History since they are diagrammatic and free 
from detail. 

Ploetz, Carl. Epitome of Ancient, Mediaeval, and Modern History. 
Translated, with extensive additions, by William H. Tillinghast. 
Boston and New York, 1881. $3.00. This work can hardly be 
overestimated as a handbook of general reference ; it is very fully 
indexed, and the matter is arranged in periods and by countries. It 
is especially valuable in modern history for the full summaries that 
are given of treaties. 

Sheldon, M. D. Studies in General History. Boston, 1885. $1.60. 
Contains many illustrative extracts from original sources. 

Thomas. Universal Pronouncing Dictionary of Biography and Mj^- 
tholog3\ Titled on back as Lippincott's pronouncing biographical 
dictionary. Philadelphia, 1886. One volume, $12.00; two volumes, 
$15.00. The standard dictionary of this sort in English. 

[Since new editions are constantly appearing of some of the 
above works, care should be taken in purchasing, to insist always 
on the latest in the market.] 



B. BOOKS COVERING THE WHOLE FIELD OF ANCIENT 
HISTORY, OR OF GREEK AND ROMAN HISTORY. 

Pustel de Coulanges. The Ancient City. A Study on the Religion, 
Laws, and Institutions of Greece and Rome. Edited in translation 
from the latest French edition, by Willard Small. Boston, 1874. 
$2.00. This book is perhaps the best single volume that can be 
read in order to gain an insight into the underljang principles, 
tendencies, and character of antiquity. The author is brilliant, 
philosophical, and scholarly. 

Reber, Franz von. History of Ancient Art, with 310 illustrations. 
Published in translation from the German. New York, 1882. $2.50. 
This work covers the whole field for Egypt, Assyria, Persia, Greece, 
and Rome ; and its excellent and numerous pictures make it invalu- 
able. 

Sheldon, M. D. Studies in Greek and Roman History. Boston, 1886. 
$1.00. Simply the first half of the " Studies in General History." 



AIDS FOR TEACHING GENERAL HISTORY. 9 

Smith, Philip. A History of the World, from the Earliest Records to 
the Present Time. Only Ancient History finished, in three volumes. 
London and New York, 1866. f6.00. An excellent narrative his- 
tory of the whole period of ancient history, including that of Egypt, 
Assyria, Babylonia, Judaea, Persia, Greece, and Rome. Its style is 
easy, and embellished with many extracts from original sources. 
Adams recommends it as the product of " a careful and judicious 
observer." 

Smith, William. Dictionary of Greek and Roman Antiquities. New 
York, 1843. $6.00. The standard work on this subject, and ren- 
dered still more valuable by many cuts from ancient coins, reliefs, 
etc. 



C. BOOKS COVERING THE WHOLE FIELD OF MODERN, MEDI- 
EVAL, OR OF MODERN AND MEDLEVAL HISTORY. 

There is no single work in English which covers the modern and 
mediaeval periods so admirably as Philip Smith's History of the 
World covers the field of antiquity ; although, in French, Victor 
Duruy's manuals of Mediaeval and Modern History i cover the field 
admirably, being scholarly, vivid, and rich in illustration. Of 
books accessible in English, the following are recommended : — 

Bryce, James. The Holy Roman Empire. New York, 1877. $1.75. 
A sketch of the first importance for understanding the organic 
connections of ancient and modern history, of Church and State, 
of the Papacy and the Empire, from the beginning of our era to the 
present time. 

Dyer, Thomas Henry. The History of Modern Europe from the Fall 
of Constantinople in 1453 to the close of the Crimean War in 1857. 
Five volumes. London, 1861. $22.50. A standard, very full, and 
accurate work of reference, in narrative form. 

Gibbon, Ed-ward. The History of the Decline and Fall of the Roman 
Empire. The best edition is that of Dr. Smith. London. Eight 
volumes. New York, 1880. Six volumes. $12.00. This classical 
work is still a rich repertory of material for all the centuries, from 
the age of Trajan and the Antonines, to the taking of Constantinople 

1 "Histoire du Moyen Age" and "Histoire des Temps Modernes" ; each 
of these is published in a single moderate 12mo volume. 



10 AIDS FOR TEACHING GENERAL HISTORY. 

by the Turks in 1453. The notes of this edition, by Milman and 
Guizot, add greatly to its value. Althou^Ali Gibbon was the first to 
give a just estimate of the life and work of Mohammed, still this 
portion of his work, perhaps, most requires the supplement of modern 
scholarship. The best single book to furnish this is, in my judg- 
ment, R. Bosworth Smith's Mohammed and Mohammedanism. New 
York, $1.50. 

Guizot, Frangois. History of Civilization in Europe. Paris, 1831. 
Translations published in New York and London. Two volumes. 
$4.00. " Perhaps no other historical book is capable of stirring more 
earnest and fruitful thought in a thoughtful student." — Adams. 

Lacroix, Paul. The Arts in the Middle Ages and at the Period of the 
Renaissance. 

Manners, Customs, and Dress during the Middle Ages. 

Military and Religious Life in the Middle Ages and at the Period 
of the Renaissance. 

The Eighteenth Century; its Institutions, Customs, and Cos- 
tumes. 

Science and Literature in the Middle Ages and at the Period of 
the Renaissance. 

Five volumes; large octavo. London, 1880. Edited in trans- 
lation from the French. Lacroix was long curator of the Library 
of the Arsenal in Paris ; and these books derive their great value 
from their wealth of fac-simile illustration, drawn from contem- 
porary manuscripts, coins, carvings, and their numerous cuts of 
buildings, monuments, furniture, armor, etc. They were originally 
published at $12.00 a volume, and that is still their price in first- 
class binding, and with all tlieir fac-similes; but copies can be 
obtained bound in cloth, and lacking the colored reproductions, for 
much less, and almost as valuable for school purposes. The vol- 
umes are sold separately. The most useful ones for general use 
are " The Arts" and " Military and Religious Life." Second-hand 
copies can occasionally be obtained. 

Morris, Edward A. [editor] . Epochs of History. London. A series 
of 16mo vols., republished in New York from time to time by the 
Scribners, and sold separately at $1.00 a volume. Especially valu- 
able for the general student are the numbers on The Crusades, The 
Thirty Years' War, The Puritan Revolution, The Beginning of the 
Middle Ages, The French Revolution, and The Era of the Protestant 
Revolution. 



AIDS FOR TEACHING GENERAL HISTORY. 11 

Sheppard, John G. The Fall of Rome and the Rise of the New 
Nationalities. A series of lectures on the connection between 
ancient and modern history. London and New York, 18G1. $2.50. 
"Large dependence on original authorities." — Adams. Gives an 
excellent foundation for an understanding of the Middle Age. 

White, Rev. James. The Eighteen Christian Centuries. London and 
New York. Second edition, 1862. $2.00. A short, vivid review of 
the leading events and characters from the time of Christ to the 
present day. 



D. TRANSLATIONS, REPRINTS, AND ABRIDGMENTS OF 
CONTEMPORARY OR ORIGINAL SOURCES. 

[When books are described as belonging to the Bohn Libraries, it is 
understood that they are published in London and New York, and 
that they cost from $1.40 to $2.00 per volume. The American pub- 
lishers are Scribner and Welford.] 

Ammianus Marcellinus, The Roman History of, during the Reigns of 
. . . Constantius, Julian, Jovianus, Valentinian, and Valens. Edited 
in translation as one volume; Bohn's Libraries. Adams describes 
it as " accurate, faithful, impartial." It is, moreover, vivid. 

Arrian. The Anabasis of Alexander; or, the History of the Wars and 
Conquests of Alexander the Great. Translated from the Greek by 
E. J. Chinnock. London, 1884. $3.00. Arrian flourished in the 
first part of the second century of our era ; but his book is one of 
the most " accurate and authentic " of historical works. 

Bede. Ecclesiastical History of Great Britain and the Anglo-Saxon 
Chronicles. Edited by Giles, in Bohn's Libraries. $2.00. Bede 
covers the period from Csesar's invasion of Britain to a.d. 664. 
The "Anglo-Saxon Chronicle" extends from the year 1 to 1154 of 
our era. That portion of the latter which relates to Alfred the 
Great, it is believed to be practically the work of his own hand. 

Birch, S. Records of the Past; being English Translations of the 
Assyrian and Egyptian Monuments. Eleven volmnes ; second edi- 
tion. London, 1875-1878. $18.00. 

Charles, Mrs. E. R. Chronicles of the Schonberg-Cotta Family. New 
York, 1864. $1.00. This work is so largely a compilation and trans- 



12 AIDS FOR TEACHING GENERAL HISTORY. 

lation from original and contemporary sources that it forms a val- 
uable addition to any library on the period of the Reformation. 

Chronicles of the Crusades. Bohn's Libraries. $2.00. Contains 
the chronicles of Richard of Devizes and Geoffrey of Vinsauft con- 
cerning the crusade of Richard I. of England, Joinville's Memoirs 
of Louis IX., and extracts from a Saracenic account of the latter 
King's Crusade. 

Chronicles, Six English. Bohn's Libraries. $2.00. Contains the 
Chronicles of Ethelwerd, Asser's Life of Alfred, Geoffrey of Mon- 
mouth, Gildas, Nennius, and Richard of Cirencester. One of the 
least valuable of the Bohn series for our purposes. 

Chronicles of Europe, Early. A series of books put forth by the 
Society for promoting Christian Knowledge, and containing at pres- 
ent the following three volumes : Italy, by Ugo Balzani ; England, 
by James Gairdner; and France, by Gustave Masson. New York 
and London, 1883. $1.20 a volume. As an exposition of original 
sources, the volume on Italy is distinctly the most valuable, contain- 
ing extracts from Cassiodorus, Gregory the Great, the Chronicle of 
St, Benedict, the Venetian Chronicle of John the Deacon, the Let- 
ters of Gregory VII., and the Chronicles of the Maritime Repub- 
lics. Aside from the fact that the extracts are more abundant 
in this volume, the work has also more value from the point of 
view demanded by general history. The works on England and 
France are rather of the nature of full descriptive bibliographies, 
containing also short biographies of the chroniclers. That on 
France is especially of this nature. 

Commines, Philip of. Memoirs. London and New York. Two vol- 
umes in Bohn's Libraries. $2.80 each. These memoirs contain the 
history of Louis XL, Charles VIII., and Charles the Bold, Duke 
of Burgundy ; one of the best of all the chronicles. 

Demosthenes, Orations of, Bohn's Libraries. Five volumes. $7.00. 
The best original we have as showing the situation of affairs and 
the state of feeling just before the fall of Greece. 

Eginhard's Life of Charlemagne. Edited in translation in Harper's 
Half-hour Series. Twenty cents. Eginhard was the friend and sec- 
retary of Charlemagne, and this work is the prime authority for 

* the life of the Great Charles, 

Proissart, Sir John. Chronicles of England, France, Spain and Adjoin- 
ing Countries, from the Latter Part of the Reign of Edward II, to 



AIDS FOR TEACHING GENERAL HISTORY. 13 

the Coronation of Henry IV. Edited in translation by Thomas 
Johnes, Esq. Two volumes. London, 1839. $12.00. 

For many schools, the Boy's Froissart edited by Sidney Lanier, 
and published in one volume by the Scribners for $3.00, is a very 
desirable introduction to the expensive original. 

Homer. Iliad. Prose translation by Lang, Leaf, and Myers. London, 
1883. $1.50. 

Odyssey. Prose translation by Butcher and Lang. London, 
1879. $1.50. These renderings are especially valuable for historical 
purposes, being at the same time exact and beautiful. Bryant's 
translation of Homer is also heartily recommended, especially for 
younger pupils. 

Herodotus. A New English Version. Edited with notes and essays 
... by Canon Rawlinson, Sir H. Rawlinson, and Sir J. G. Wilkin- 
son. With maps and woodcuts. Four volumes. Loudon and 
New York, 1859. $10.00. " By far the most valuable version." — 
Adams. Also in Bohn's Libraries. One volume. $2.00, Herodotus 
is our great original for all the history of Greece to the end of the 
Persian w\ars. For these wars his account is contemporary and of 
the first importance. He tells us much also of Egypt and the East. 

Livy, Titus. The History of Rome. Edited in translation from the 
Latin by George Baker. Two volumes. New York, 1861. $7.50. 
Also in four volumes in Bohn's Libraries. $8.00. Of the one hun- 
dred and forty-two original books of Livy, onlji thirty-five remain. 
These comprise an interrupted history of Rome from its founda- 
tion to 166 B.C. The most valuable part is that which deals with 
the Punic wars. 

Luther, Martin. Table-talk. Translated by Hazlitt. Bohn's Libra- 
ries. $1.40. A selection is made in one of the little volumes of 
Cassell's National Library. Price ten or twenty-five cents, accord- 
ing to binding. Most valuable to give the spirit, thought and 
feeling of Luther. 

Mazade, Charles de. Count Cavour. New York. $3.00. 

This work is so rich in Cavour's own words that it becomes a 
fine contemporary source for the diplomatic and political history 
of the first half of our century. 

Mazzini, Joseph. Life and Writings. London, 1864-1870. An 
abridgment of this, with an introduction by William Lloyd Gar- 
rison, under the title of Joseph Mazzini: his Life, Writings, and 



14 AIDS FOR TEACHING GENERAL HISTORY. 

Political Principles (New York, 1872. |1.75), Avill, perhaps, be as 
useful for the majority of school libraries. This life, covering the 
long and important period from 1809 to 1872, and being the autobi- 
ography of a man who was at the very heart of the movements for 
national independence and constitutional government, is, perhaps, 
the best single primary source which can be named for this aspect 
of our nineteentli-century history. 

Mead, Edwin D. [editor]. Old South LeafletSo These leaflets are 
invaluable for the teaclier of United States History. Each one con- 
tains an important document or extract illustrative of our history, 
such as pages from De Tocqueville's Democracy in America, Cotton 
Mather's Magnalia, the Federalist, etc. Sold at five cents apiece. 
$3.00 per hundred. They can be obtained of D. C. Heath & Co., 
Boston. 

Ordericus Vitalis. Ecclesiastical History of England and Normandy. 
Four volumes. Bohn's Antiquarian Library. This history be- 
gins at the year 1 of our era and continues to 1141. From 1075, 
Ordericus is a contemporary of the history he relates, and tells the 
story of this important formative period both for England and 
Normandy. He is a prime authority for these years, and particu- 
larly valuable as giving a view of manners and of the political and 
religious state of contemporary society. 

Pellico, Silvio. My Ten Years' Imprisonment. London and New 
York, 1866. Cassell's National Library. Ten or twenty-five cents, 
according to binding. This little book tlirows a vivid light on des- 
potism, seen from the point of view of an imprisoned Italian 
patriot. 

Pepys, Samuel. Diary. Four volumes. In Bohn's Libraries. $8.00. 
For most schools, however, the three little volumes of extracts 
from the "Diary" for 1660-1661, for 1662-1663, and for 1663-1664, 
in Cassell's National Library (each volume ten or twenty-five cents, 
according to binding) will give quite enough of this old gossip, who 
has preserved for us so exact a picture of the Restoration Court. 

Plutarch. The translation from the Greek, known as Dry den's, edited 
by Arthur Hugh Clough, is on the whole the best. Five volumes. 
Boston, 1875. $3.00. Also in one large octavo volume. Also in 
Bohn's Libraries. Four volumes. Also in a cheap edition published 
by Alden of New York. A number of the " Lives" can be bought 
in Cassell's National Library. Contains forty-six lives of famous 



AIDS FOR TEACHING GENERAL HISTORY. 15 

Greeks and Romans ; a work of capital importance in every school 
library. 
Powell, F. York [editor]. English History from Contemporary Writ- 
ers. London and New York, 1887,. etc. This is the name under 
which Mr. Powell is editing a series of little volumes, each one 
devoted to a "well-defined portion of English History," and com- 
posed of " extracts from the chronicles, state papers, memoirs, and 
letters of the period considered, the whole arranged in chronologi- 
cal order, and accompanied with summaries for reference." Of 
this most admirable series four volumes have already appeared, 
namely, Edward III. and his Wars, The Misrule of Henry III., 
Strongbow's Conquest of Ireland, and Simon de Montfort and his 
Cause. These books are rendered still more valuable by the illus- 
trations, which are reproductions from contemporary coins, manu- 
scripts, reliefs, carvings. The American edition costs 60 cents a 
volume, the English, a shilling (25 cents). 

Remusat, Madame de. Memoirs, 1802, 1808. Published in transla- 
tion in one volume. $2.00. New York, 1888. Madame de Remusat 
was one of Josephine's maids of honor, and her book gives an 
inside view of Napoleon's character as seen at home. The memoirs 
as they stand were written from memory, the first copy having 
been destroyed. 

Saint-Simon, the Duke of. Memoirs of the Reign of Louis XIV. 
and the Regency. Translated from the French, in an abridged edi- 
tion of three octavo volumes, by Bayle St. John. London, 1876. 
Three volumes. $6.00. This book, says Adams, was probably " the 
severest blow the Bourbons ever received." 

Schaff, Philip. The Creeds of Christendom ; with a history and criti- 
cal notes. Four volumes. New York, 1877, etc. $16.00. This 
work contains the formal creeds and official statements of doctrine, 
from the Apostles' Creed to the present time. 

Scoones, "W. Baptiste. Four Centuries of English Letters : selections 
from the correspondence of 150 writers, from the period of the 
" Paston Letters " (fifteenth century) to the present day. London, 
1883. $2.40. The selection is made on the basis of style or con- 
tents. Their interest is rather social than political. 

Stor7 of the Burnt Njal. Edited by G. W. Dasent. Two volumes. 
London. $7.50. This is an admirable version of an old Icelandic 



16 AIDS FOR TEACHING GENERAL HISTORY. 

Saga, in which, more closely, perhaps, than in any other single work, 
one can see reflected the manners, temper, institutions, and char- 
acter of our Teutonic ancestors. Unfortunately, it is now very 
rare, and brings a high price.* 

Suetonius. Lives of the Twelve Caesars [Julius Caesar to Domitian, 
inclusive]. One volume. In Bohn's Classical Library. $2.00. 
Although Suetonius is a standard authority for this subject, he is 
a much less desirable original to possess than Tacitus or Plutarch, 
since the last-named writers join to historic faithfulness the highest 
excellences of style. 

Tacitus, C. Cornelius, The Works of. Edited in translation. Two 
volumes in Bohn's Library. $4.00. Contents : Annals and History 
of the Empire during the first century a.d. to the accession of 
Vespasian, including account of the Jews ; a treatise on the situa- 
tion, manners, and inhabitants of Germany; the life of Agricola; 
a dialogue on Oratory. One of the first originals to be obtained. 

Thucydides. The History of the Peloponnesian War. Edited in 
translation by B. Jowett. Two volumes. London and New York, 
1881. Vol. I., Translation; Vol. II., Notes, Essays, and Disserta- 
tions. $8.00. A brilliant translation of a great orighial. Less 
expensive but still good is the version to be obtained in Bohn's 
Classical Library. Two volumes. $2.80. 

1 Lacking this, one might still obtain Dasent's " Popular Tales from the 
Norse." This book is also rare; but one can easily get Anderson's '' Alking 
Tales of the North," [Chicago, .^2.00], or Mabie's "Norse Stories retold from 
the Edda" [New York, $1,00]. 



QUESTIONS IN EOMAN HISTORY. 

Designed to cover both Sheldon's and Swinton's General Histories. 



In answering these questions, tlie text-book used should be named, as 
this fact will make a difference in the character and proportion of the 
answers. 



1. Describe the physical geography of Italy, and state its 
advantages for the development of Roman power. Kame the 
races inhabiting it at the earliest period of its history, and locate 
each geographically. 

2. What was the earliest form of government at Rome ? 
AVho were the plebeians ? the patricians ? Describe the politi- 
cal and social condition of each in the earliest period of Roman 
history. What was the Comitia Curiata (Curiate Assembly) ? 
The Comitia Centuriata (Centuriate Assembly) ? 

3. Into what periods may you divide the history of the 
Roman Republic ? Give the bounding dates of each period. 

4. What is the story of Cincinnatus ? What character did 
Cincinnatus display ? 

5. What changes were made in favor of the plebeians from 
510 to 264 B.C.? How were these changes brought about? 
Define or describe each of the following terms : consul, dicta- 
tor, tribune of the plebs, veto, assembly of the tribes, twelve 
tables. 

6. Tell what you know of the Gallic invasion of Rome. 

7. Describe the Roman territory at each of the following 
dates, — 510 b.c, 264 e.g., 146 b.c, 27 b.c. Characterize and 
name its government at each of these dates. 



18 QUESTIONS IN ROMAN HISTORY. 

8. How did Eome secure and consolidate her conquests? 
What relations existed between Eome and the Italians before 
the so-called " Social War " ? What duties and privileges dis- 
tinguished the Roman citizen before this time ? 

9. What was the origin of the first Punic war ? What was 
its result to Eome ? to Carthage ? 

10. How did the second Punic war come about ? In what 
did the greatness of Hannibal consist ? On what occasions did 
he display this greatness ? What was the outcome of the 
second Punic war ? 

11. What was the cause and what the result of the third 
Punic war ? 

12. What other conquests were made by Eome during the 
time of the Punic wars ? 

13. Describe a Eoman province as it existed in the last age 
of the Eepublic. 

14. Contrast the Eoman personal character of the fourth 
with that of the first century b.c. To Avhat do you attribute 
the change? Contrast the same periods in regard to the 
Eoman political character. Describe the elder Cato (Cato the 
Censor). 

15. What do you understand by an '' agrarian law " ? Ex- 
plain the relation between slavery and the small Italian farmers 
in the latter days of the Eepublic. What became of the small 
farmers ? 

16. Who were the Gracchi and for what did they contend ? 
What parties arose from their contentions, and with what 
leaders ? Which of these two parties did Caesar represent ? 

17. What were the conquests of Eome after 146 b.c. ? What 
generals led her in these conquests, and in what war or wars 
was each famous ? 

18. Who were involved in the " Social War " ? What was 
its cause, and what its result ? What event do you associate 
with the name of Catiline? What troubles arose from the 
slaves of Eome? 



QUESTIONS IN ROMAN HISTORY. 19 

19. AVhat do you understand by the " Triumvirates " ? 
What was the aim and Avhat the end of each ? What decisive 
battle finally ended each? Describe the relation of Caesar 
to G-aul. 

20. Describe the crossing of the Rubicon. Under what title 
and with what poAvers was Caesar ruling Eome just before his 
death ? Why and by whom was he slain ? Describe the work 
of Caesar for Eome. In what did his greatness consist? 
Compare him with Pericles. 

21. Describe the boundaries of the Eoman Empire under 
Augustus Caesar. Under what forms did he rule ? Illustrate. 

22. What were the corn-bounties at Eome, and what was 
their result ? The gladiatorial games ? What was the Coli- 
seum ? 

23. What modern countries have been formed from the 
Eoman Empire ? 

24. What civilizations were included in that empire ? Clas- 
sify the provinces according to their civilizations. 

25. What was the greatest period of Eoman art and litera- 
ture ? Name four Eomans distinguished in these directions. 

26. ISTame four distinguished or remarkable emperors after 
Augustus, stating in what century, and for what each was 
famous. 

27. What was the Pretorian guard ? Describe Eoman citi- 
zenship as it existed under the early empire. What great 
change was wrought in regard to it, and by whom, after the 
days of the Antonines ? 

28. What great constitutional change was made in the latter 
part of the third century, and by whom ? 

29. Kame two things for which Constantine is noted. 

30. What was the effect of Eome on the provinces ? Prove 
it. Who were the barbarians? What effect had they in 
Eome ? 

31. Compare the western and eastern empires of Eome in 
regard to civilization, language, government, population. 



20 QUESTIONS IN GREEK HISTORY. 

32. Give the striking points in regard to the growth of 
Christianity within the empire. Why did Home regard Chris- 
tianity as dangerous ? State the points of opposition and con- 
trast between the Christians and the Pagan empire. What 
was the relation between Christianity and literature in the 
last two centuries of the empire ? 

33. What unity existed in the later E,oman empire ? What 
sources of decay and corruption ? Illustrate. 

34. Contrast the Eoman and the Teuton as they were at 
400 A.D. What had been the relations of Eoman and Teuton 
before 476 a.d. ? Name three of the barbarian leaders, and 
tell something of each. 

35. Describe the so-called "Fall of Rome." To what do 
you attribute that event ? 

QUESTIONS IN GREEK HISTORY. 

Designed to cover both SheldoiVs and Swinton's General Histories. 



In answering these questions, the pupil should state which of the two 
text-books has been used, since the character and proportion of the 
answers may vary according to this fact. 



1. Describe the physical geography of Hellas. Contrast it 
with that of Egypt and Assyria. What political results fol- 
lowed from its peculiarities ? What industrial results ? What 
were its advantages for an early civilization ? What ranges 
of territory were occupied by the Greeks ? Name four cities 
in which Greek power and civilization centred. 

2. What great contrast between the history of Egypt or 
Assyria and that of Greece ? Which history is the more valu- 
able to us, and why ? 



QUESTIONS IX GKEEK HISTORY. 21 

3. Write a short description of the Trojan war, giving par- 
ties engaged, cause, result, and place. What is the subject 
and who the author of the Iliad ? Of the Odyssey ? 

4. Describe the Homeric Age in regard to government, the 
family, religion, ideals of manhood. 

5. What were the foreign influences felt by early Greece ? 
In what ways did Greece show something new to the world ? 

6. Give the periods of Greek history, with their bounding 
dates. What is meant by an Olympiad ? 

7. What relation between the Dorian migration and the 
Greek cities in Asia Minor ? 

8. What were the two leading states of Greece ? Describe 
each in race, location, character, fame and influence. What 
great change in their government occurs between the Homeric 
Age and 500 b.c? 

9. Name three bonds of union felt by all Hellenes. What 
remark have you to make in regard to the comparative strength 
of the principles of unity and of localization among them? 
Illustrate. 

10. Who was Lycurgus ? Describe the political constitution 
of Sparta, according to the Lycurgan laws. What was the 
system of education imposed by them ? Describe the results 
of the Spartan system to the state, the family, the individual. 

11. Describe the constitution of Athens before the time of 
Solon. What great changes were introduced by him ? 

12. In what sense was Pisistratus a tyrant ? How did he 
gain and how exercise his power ? 

13. What were the reforms of Clisthenes ? After these re- 
forms, what name should be applied to the political constitution 
of Athens ? 

14. What was the cause of the Persian wars ? Compare the 
Greek and Persian dominions at 500 b.c. Compare their unity, 
government, and civilization. 

15. Note the chief events from 492-479 b.c. Of these events, 
which were most decisive or noteworthy ? Name and charac- 



22 QUESTIONS IN GREEK HISTORY. 

terize the Greek leaders in these wars. Tell the story of Ther- 
mopylse. What relation between Thermopylse and Lycurgus ? 

16. What were the results of the Persian wars to Athens ? 
to Sparta ? to Hellas in general ? 

17. 'What distinguished the age of Pericles? Name four 
special directions of Greek greatness during this age. 

18. What was the cause of the Peloponnesian war, and Avhat 
its immediate occasion? What parties were involved in it, and 
how was each characterized ? What were its results to Athens ? 
to Sparta ? to Hellas in general ? 

19. What was the last Greek city to rise to Hellenic power, 
and who was her most famous leader ? 

20. Under what leader and by what methods did Macedon 
obtain Greek supremacy? Who was Philip's chief opponent 
in Greece, and by what method did this opponent work against 
him? What position did he desire to acquire for Macedon 
in relation to the Greek states ? Of what importance is the 
date 338 b.c? 

21. Name the principal points in the route of Alexander's 
conquests. What countries belonged to his empire? What 
empire did he obtain possession of? In the name of what 
people w^ere his conquests made? What was done with his 
empire at his death ? What important and permanent states 
sprang from it ? What were the results of the Alexandrian 
conquests to civilization? what civilizations did these con- 
quests bring together ? 

22. What were the Greek leagues ? What modern govern- 
ments do they somewhat resemble ? 

23. What seems to you to be the general cause of the in- 
ability of Greece to stand against Macedon, and later against 
Bome? What the peculiar excellence of the Greek state? 
What the peculiar excellence of the Greek character ? 



The Use of Progressive Outliiie Maps 

i7i connection with the study of History. ^ 

As in the subject of Geography the study of the map is an 
essential help, so in the study of History it becomes an important 
feature in the clear presentation of many facts. 

If true that "Writing makes an exact man," in some equivalent 
sense the tracing upon a map the movements of peoples in their 
voyages and explorations, and the growth of nations in their 
acquisition of territory serves to fix these facts in the mind more 
exactly and permanently. 

In the study of the history of the United States, the Progressive 
Outline Map of the World may be used with advantage : 

I. To indicate the movements of renowned explorers in the 
epoch of Voyages and Discoveries : — 

Let the pupil locate the home of the Northmen, and observe 
that their surroundings and distance from the more densely popu- 
lated and enterprising portions of the continent rendered them 
adventurous upon the seas. Let him, with dotted line, trace their 
probable route to Iceland in the early centuries, and their subse- 
quent voyages to Greenland and along the eastern coast of North 
America. Upon these lines should be printed the name of the 
explorers, "Northmen," and the dates 800 and 1000, indicating 
the probable time of their explorations. 

II. As the study progresses, and the discoveries of Columbus 
are considered, his birthplace may be located upon the map, and 
his most important voyages traced from the Spanish port to their 
termination. 

It would be well to distinguish the routes of voyagers of differ- 
ent nations, either by different colored inks or pencils, or by vary- 
ing the style of tracing line, as dotted line, dash line, chain line, 
etc. (See explanation in lower left corner of the Map of the 

1 The Progressive Outline Maps of England, Greece, and Ancient History, 
being intended for use in connection with the study of History, are printed in 
black ink, and will require no tracing. The Progressive Outline Map of the World 
in Mercator's Projection may also be had printed in black ink. 



2 PROGRESSIVE OUTLINE MAPS. 

World.) The name of the place at which a landing was made 
should be printed in the map, as well as the name of the dis- 
coverer and the date of the voyage or discovery. 

In the same manner trace the voyages of the English discov- 
erers, the Cabots, Drake, Gosnold, Frobisher ; of the French dis- 
coverers, Verrazani, Cartier, Champlain, and De Monts ; of the 
Spanish discoverers, Balboa, De Soto, Magellan, etc. 

III. The permanent settlements may be located and their 
names printed in the map, together with the dates of the settle- 
ments and the name of the nation under whose auspices they were 
made. The Progressive Outline of North America is adapted for 
these facts. Thus, at the point where was made the first perma- 
nent English settlement in America, let the pupil print in the 
name "Jamestown," and against it the date of the settlement, 
"1607"; underneath this, or in direct connection with it, he 
should print the name " English," thus signifying the nation under 
which the settlement was made. 

IV. To designate the territorial grants of land made to the 
various companies who undertook to colonize the newly discov- 
ered world, the Progressive Outline of the United States is better 
adapted. Let the pupil draw the parallels of latitude which 
form the northern and southern boundaries of the grants to the 
London and Plymouth Companies, and note that these extended 
westward through the unknown and unexplored wilds of the great 
country to the Pacific Ocean. Let him set off with a colored 
pencil or ink the Dutch, Spanish, and French claims, and observe 
how these overlapped each other and the English grants. In no 
better way can he get a clear idea of the confusion caused by 
these rival claims and the wars entailed thereby. 

V. Upon the same outline (United States) let the pupil set 
off and color, with variously colored crayons, the original thirteen 
states, and print in each its appropriate name. 

Let him also mark off and color the Mississippi territory ceded 
at the treaty of Paris, the North-West Territory, ceded by the 
northern section of the original thirteen states to the government 



PROGRESSIVE OUTLINE MAPS. 3 

in 1787 ; the Louisiana purchase in 1803, which more than doubled 
the territory of the country; the Florida purchase in 18 19; the 
Texas annexation in 1845 ; the territory acquired by conquest 
from Mexico in 1848 ; and the Gadsden purchase in 1853. 

To do this as the study of the history progresses will impress 
indehblyupon the mind the unparalleled growth of this great nation. 

VI. The military campaigns of the French and Indian, and 
other colonial wars, of the War of 181 2, the Revolutionary and 
the great Civil War, may be traced upon this map, but to better 
advantage and more in detail upon the Progressive Outlines of 
the sections of the United States. 

Thus, using the Outline Map of the Middle Atlantic States to 
illustrate Burgoyne's Campaign in the Revolutionary War : — 

Let the pupil first observe the purpose of the campaign, — to 
separate the New England from the other colonies by taking and 
holding the line of forts from Ticonderoga to New York, — then 
with dotted lines trace the movements of the enemy from fort to 
fort, printing in the names of each as they were captured, and 
marking each locality where a battle was fought with the picture 
of a flag, and so on to Saratoga, where the British commander 
surrendered and the campaign came to an end. 

In this connection, special mention should be made of the con- 
current movements of Sir Henry Clinton and General Howe, the 
former upon the river-ports of the Hudson, with the intent to join 
forces with General Burgoyne, and thus render more effectual the 
isolation of the New England Army from the main body with 
Washington at Philadelphia ; the latter upon Philadelphia, with 
the purpose of diverting the attention of the American com- 
mander-in-chief in favor of Burgoyne's efforts to reach Albany 
and Clinton's movements to aid him. These movements should 
be traced in the map simultaneously with the others, that their ob- 
ject may be with greater distinctness impressed in the pupil's mind. 

Following this plan with all the principal campaigns of the great 
wars, the Progressive Outlines will prove an invaluable aid in this 
department of the history. 



4 PROGRESSIVE OUTLINE MAPS. 

VII. The industrial growth of the country may also be deline- 
ated. Let the pupil designate the most densely populated parts 
of the country upon the Outline of the United States, and trace the 
lines of the great railroads, mark off the localities of the great staple 
productions, of mechanical industries and the great centres of trade. 

VIII. The student of Ancient and General History may utilize 
first the Outline of Asia to locate the first great nationalities after 
the flood. Let him print in the names in their respective places, 
of the Aryan, Semitic, and Hamitic races : the Hindu and Persian 
nations representing the former; the Hebrews, Phoenicians and 
Arabs representing the second ; and the Chaldeans and Egyptians 
representing the third of these races. On the Outline of the 
World may be traced with pencil the movements of the earliest 
known people, the Bactrians, their dissemination into distant 
regions until southern and western Asia, Australia, every part of 
Europe and America had become peopled by them, thus showing 
how " Westward the star of Empire takes its way." 

Upon the Outline Map of Ancient History may be represented 
the movements of the great hordes and tribes of barbaric peoples, 
the conquests of the Greeks and Romans, the progress of civiliza- 
tion, the extent and division of empires, their loss and acquisition 
of territory, the formation and growth of nations, and the location 
of the great battles which formed the turning-points in history. 
The OutHnes of Greece, England, Western and Central Europe 
are well adapted to indicate the development of many of these 
facts more in detail. 

IX. For reviews these Oudines are especially useful. The 
reproduction from memory of the prog?rssive map made during 
the progress of study, filled in with the data that may readily be 
expressed in the language of a map, together with notes of facts 
or explanations placed in the margin of the map paper, will at 
once indicate to a teacher the amount of knowledge retained by 
the pupil. Such a map can be produced by the pupil and read 
by the examiner in a small part of the time required for the usual 
written examination. 



Outline Maps of the United States. 

Prepared by Edward Channing, Ph.D., and Albert B. Hart, Ph.D., 
Instructors in History in Harvard College. 

Description, 

The Large Map is printed on strong white paper, in four sections, 
each 26 X 42 inches ; the sections are divided by the 95th meridian 
and the 37th parallel. They may be used separately or pasted to- 
gether. There is no lettering upon the map, except the numbering of 
the parallels and meridians, — the location of the principal cities being 
indicated by dots. Price, 15 cts. per section; 50 cts. complete. 

The Small Map is printed on tough white paper, in blue ink, and 
is 11^- X 18 inches in size, including a broad margin on the right-hand 
side, which furnishes space for written comments. The names of the 
principal rivers and the numbers of the parallels and meridians appear 
on this map. Price, 2 cts. each; $1.50 per hundred. 

Application, 

Physical Geography. By the simple use of shading and colors, 
the maps may be made the basis of reproductions or original sketches 
of physical geography, thus saving the cost of elaborate wall and other 
maps, and allowing teachers to exercise their individual knowledge. 

Geology. They are also in use to illustrate geological lessons and 
lectures. 

Meteorology. Conditions of climate, isotherms, and isobares may 
be shown upon the maps with great ease. 

Statistical Maps, The increasing use of maps for exhibiting econ- 
omic facts is facilitated by the use of these outlines. The maps in the 
Census Reports and Scribner's Statistical Atlas may be reproduced on 
the same or a larger scale. Among the subjects capable of this form of 
illustration are : the distribution of population ; race elements ; language 
elements; illiteracy; the distribution of manufactures, wealth, agricul- 
tural products ; etc., etc. 

Political Maps. As a basis for historical and political maps, the 
boundaries of the present States and Territories appear on the maps in 
faint lines. The pupil is thus taught to connect obsolete divisions with 
those now existing. A great variety of special maps may be drawn, 
among them the following : the Colonies and the United States at 
successive epochs ; the distribution of electoral votes ; the distribution 
of votes in Congress on the tariff and other important questions; an- 
nexation of territory ; divisions into sections ; divisions created by the 
great compromises; the Confederate States; etc., etc. 

[over. 



The Large Maps are suitable for large classes or for public lectures. 
They may be seen with clearness for a distance of upwards of forty feet. 

The Small Maps are useful to the teacher or lecturer where a map 
may be passed from hand to hand. They will be found convenient for 
recording geographical facts in graphic form, and for copying rare or 
expensive maps. To the student or pupil the following, among other 
uses, may be suggested: (i) special maps may be reproduced during 
or after the lecture, as an exercise ; (2) a series of such special maps 
will form an historical atlas for presei'vation ; (3) examinations on 
geographical topics can be most easily conducted by putting into the 
hands of the pupil a blank map and requiring him to fill it out ; (4) the 
pupil may be required to locate and name towns, gulfs and bays, lakes 
and rivers, States and Territories ; (5) an interesting exercise will be 
the location of areas of staple products, or the range of animals and 
plants. 

3Iounting, 

The large maps can be readily hung from horizontal wires by means 
of an ordinary spring clothes-pin ; or they may be tacked flat on a frame ; 
or they may be mounted on spring rollers. The paper is sufficiently 
strong to need, with ordinary care, no cloth backing. It is better to 
store them flat, folding or rolling as little as possible. 

Coloring, 

In coloring the blanks the following suggestions should be observed. 
Make the colors as bright and distinct from each other as possible. 
Chalk crayons answer very well for one use, but crock the paper if 
rolled, folded, or laid against another sheet. For the small maps ordi- 
nary colored lead pencils are sufficient. Still better are water colors, 
the cheapest grades being suitable. Care should be taken, when work- 
ing with the large map, to prepare a quantity of the tint in the begin- 
ning, and to provide large brushes. The paper receives water colors 
well, but should be stretched and tacked down tightly so as to avoid 
undue contraction. The large maps will take oil colors ; they should 
be mixed thin, and several days should be allowed for drying. The 
maps will be much plainer if the large water spaces are filled in with 
blue, or if at least the coasts are marked out by several parallel lines of 
blue. Mountains may be indicated by cross-hatchings of brown, or 
simply by long patches of that color ; yellow is apt to disappear by 
gaslight. 

D. C. HEATH & CO., Publishers, 

Boston, New York, and Chicago. 



HISTORY. 



The following js a partial list of schools into which SHELDOJV^S 
GENERAL HISTORY has been introduced: — 



Adrian Coll., 


Mich. 


Purdue Univ., 


Ind. 


Wake Forest Coll., 


N.C. 


Waynesburg Coll., 


Pa. 


Denison Univ., 


Ohio. 


Central Univ., 


Richmond, Kv. 


North-Western Coll., 


111. 


Univ. of Deseret, 


Utah. 


Williamette Univ., 


Oregon. 


Tabor Coll., 


Iowa. 


University, 


Vermillion, Dak. 


Agricultural Coll., 


Md. 


Avalon Coll., 


Mo. 


College, 


Mansfield, La. 



Polytechnic Inst., New Market, Va. 

Normal School, Oswego, N.Y. 

Normal School, Plymouth, N.H. 

Normal School, Providence, R.I. 

Normal School, Indiana, Pa. 

Normal School, Terre Haute, Ind. 

Normal School, Oshkosh, Wis. 

Normal School, Peru, Neb. 

C. T. R. U., Biddeford, Me. 

Mrs. Caswell's School, Portland, Me. 
High School, Milford, N.H. 

Academy, Saxton's River, Vt. 

Academy, Worcester, Mass. 

High School, Gloucester, Mass. 

High School, Needham, M.iss. 

High School, Holbrook, Mass. 

High School, Groton, Mass. 

Bromfield School, Harvard, Mass. 

Morgan School, Clinton, Ct. 

High School, Westport, Conn. 

Crocker and Herzog School, N.Y. City. 
Miss Mackie's School, Newburgh, N.Y. 
Seminary, No. Chili, N.Y. 

Classical School, Poughkeepsie, N.Y. 
Academy, Pt. Byron, N.Y. 

Worman's School, Troy, N.Y. 

Female Seminary, Troy, N.Y. 

Miss Holbrook*s School, Yonkers, N.Y. 
Misses Masters' Sch., Dobhs' Ferry, N.Y. 
Brigham School, Brooklyn, N.Y. 



Forbes Classical School, Buffalo, N.Y. 
So. Jersey Inst., Bridgeton, N.J. 

Jefferson Park Academy, Elizabeth, N.J. 
Miss Gordon's School, Philadelphia, Pa. 
Misses Bond's School, Baltimore, Md. 
Upperville School, Va. 

Mt. Vernon Seminary, W^ashington, D.C. 
Male Academy, Garysburgh, N.C. 

Academy, Bennettsviile, S.C. 

High School, Corinth, Miss. 

Burritt School, Baton Rouge, La. 

Academy, Rhea's Mills, Tex. 

Mary Inst., St. Louis, Mo. 

High School, Kansas City, Mo. 

High School, Corning, la. 

State Teachers' Reading Circle, Kan. 
High School, Humboldt, Kan. 

High School, Jacksonville, 111. 

Wesleyan Seminary, Danville, III. 

Anna Academy, Anna, III. 

High School, ' Rockford, 111. 

High School, Mendota, 111. 

East-Side High School, Champaign, 111. 
High School, Millord, 111. 

Clara Conway Inst., Memphis, Tenn. 
High School, Ft. Wayne, Ind. 

Westminster Sem., Ft. Wayne, Ind. 

High School, Danville, Ind. 

High School, Florence, Wis. 

High School, Ypsilanti, Mich. 

Jefferson Inst., Jefferson, O. 

Worcester Academy, Vinita, Ind. Ter. 

GREEK AND ROMAN HISTORY. 



Carleton Coll., 
Washburn Coll., 
Lawrenceville School, 
Cook Academy, 
Girls* Latin School, 
High School, 
High School, 
High School, 
High School, 



Northfield, Minn. 

Topeka, Kan. 

Liwrenceville.N.J. 

Havana, N.Y. 

Boston, Mass. 

Providence, R.L 

Newport, R.I. 

Concord, N.H. 

Los Angeles, Cal. 



THE STUDENT'S OUTLINE HISTORICAL 

MAP OF ENGLAND 

By T. C. RONEY, Instructor in History, Denison 
University, Granville, Ohio. 

INTKODUCTION PRICE. 25 CENTS. 



The attention of teachers is invited to the following features of this Map : 

1. It emphasizes the vital connection (too often neglected) between 
History and Geography. 

2. It leads the student through "the eye gate" into the fair fields 
of English History. 

3. It gives a local habitation to his often vague ideas of time and 
place. 

4. It serves as an historical laboratory, in which he makes practical 
application of acquired facts, in accordance with the most approved 
method of teaching History. 

5. It presents 3. few prominent facts, to which he is to add others 
singly and conseaitively. 

In particular : 

1 . The exhibition, side by side, of different periods illustrates by the 
approximate identity of boundaries a real historical unity of development. 

2. The student's attention is called to the culmination of Saxon 
England, and the overweening power and disintegrating tendencies of 
the great earldoms just before the Norman conquest, as marking the 
turning-point of English History. 

3. The water-shed has been sufficiently indicated by the insertion 
of a few rivers. 

4. As an aid to the memory, the modern counties are grouped under 
the divisions of Saxon England. 

5. Special attention is called to the insertion of Cathedral towns, as 
touching upon the ecclesiastical history of England. 

6. This Map can be used effectively with a class in English Literature, 
to record an author's birthplace, the scene of a story, poem, or drama, etc 



D. C. HEATH & CO., Publishers, 

BOSTON, NEW YORK, AND CHICAGO. 



History, 



Human affairs are neither to be laughed at nor wept over, but to be 
understood." 



Studies in General History. 

(looo B.C. to iSSo A.D.) An Application of the Scientific Method to the 
Teaching of History. By Mary D. Sheldon, formerly Professor of History 
in Wellesley College, and recently Teacher of History in the Oswego Nor- 
mal School, N.Y. 5J^ by 7^ inches. Half leather, xvi -|- 556 pages. 
Price by mail, ^1.75; Introduction price, ^1.60. 

IN the sciences no instraction is now considered sound which does 
not bring the pupil into contact with actual realities, and teach 
him how to handle and interpret them ; in literature, the study of that 
which the author lias written is fast superseding that which is written 
of the author ; in history, however, the best teaching is still too much 
based on the reading of manuals, and the best text-books scarcely ad- 
mit the training of any power save that of memory. 

It is the object of this new text-book to give a collection of historic 
material, which may be dealt with at first-hand, as the pupil deals with 
the actual substance in Chemistry, the living plant in Botany, the 
genuine text in Literature, thus stimulating, not only memory, but ob- 
servation, judgment, and inference. It is especially adapted to help those 
students and teachers who are without access to large libraries, and 
contains within itself all that is absolutely necessary for the work re- 
quired ; but when books are accessible, it will serve as a guide to fresh 
''Studies," which can be extended according to the resources at hand. 
The material given consists of maps, pictures, lists of important events, 
men, works, and deeds, tables of political organizations, and extracts 
from original sources, including constitutions, creeds, laws, chronicles, 
and poems. It is accompanied by questions which are of the nature of 
problems, answers to which must be worked out by the pupil himself 



80 HISTORY. 



from the given data. The book thus serves as a little historical labora- 
tory or museum, in which the student may learn how to interpret the 
facts of society, and by means of which pupils who take nothing more 
than the ordinary course of history may obtain some of the benefits of 
that '' Se77iinary Method,'''' first employed in Germany, and now so 
rapidly superseding every other in our leading colleges. 

By this method the student is compelled to do original work with origi- 
nal matei'ials. Such original materials are often very difficult to find, 
and when found are inaccessible to any great number of pupils, besides 
being generally so bulky and confused as to require much time to select 
their really significant and instructive portions. To select these por- 
tions, and bring them within the limits, and place them in the relations 
demanded by the practical needs of the class-room, is one great aim of 
this work ; the other is, to set such questions as will develop the his- 
toric meaning and connection of these materials, and at the same time 
call forth the native ability of the student to deal with social and politi- 
cal problems for himself It is a book to be studied, not read. 

The Teacher s Mamtal to Sheldon s Studies 

in General History. 5^4^ by 7^ inches. Cloth, x-f-167 pages. Intro- 
duction price, So cents. 

CONTAINS summaries of all the results expected to be attained 
by the students' work, together with suggestions as to class-room 
method, topics for examination and essay work, and more general and 
connected views of the subject than it would be wise to include in the 
students' edition. In the preface to the Manual, the author says : — 

" In teaching history in higher grades, three points must always 
be in mind : first, to give each student independent work ; next, to 
subject the results of solitary, individual thought to the freest criticism 
and discussion in the class-room ; last of all, the accepted results of the 
collective labor must be arranged in compact and logical order, and 
stowed away in memory. By the solitary study of the individual, the 
mind gains power and originality ; by the ' free lance in a free field ' of 
class-room work, the mind gains courage, sharpness, speed, and gener- 
ous temper; by the strict, close sifting of study and discussion, it gains 
concentration, clearness, and breadth. 

"To render the advantages of this method of instruction available 
for large classes with limited libraries, and a limited course of his- 



HISTORY. 



torical study, I have made these two books: the Student's edition 
contains the material and the problems for independent study; the 
Teacher's Manual contains the answers to these problems, embodied 
in tabulations, and a running commentary of text, which may serve as 
suggestive for the discussions and the summaries demanded by the 
class-room. 

" As for the advantage of this method to the teacher, I can only say 
that I hope it will save him the tedium of the treadmill ; that it will 
bring him day by day the living, sympathetic touch of youthful thought 
and feeling ; and that, in time, the world may read with fairer, clearer 
meaning to himself." 

What the best authorities say of the method adopted in 
this hook : — 

J. R. Seeley, Regius Professor of History, Ca7nbridge University^ 

England. 
" Is history to keep its old form of a narrative, flowing uniformly, 
sonorous, and stately, or is it to be broken up into the scientific 
form of classifications and catalogues ? Is it to be a story, or is 
it to be a problem.? Yo^u know how I answer these questions; and 
it gives me much satisfaction to find that you answer them in the 
same way. You have taken the decisive step, and I hope you will per- 
suade many of your countrymen and countrywomen to follow you. Till 
this step is taken, both in historical writing and historical teaching, I 
cannot imagine that history can be anything more than a delightful 
amusement. But I think you and those teachers who use your book, 
will get from it the much higher delight of feeling that you have given 
your pupils a real guide, a new science." — March ii, 1886. 

E. A. Freeman, the Historian. 
"A political constitution is a specimen to be studied, classified, and 
labelled, as a building or an animal is studied, classified, and labelled 
by those to whom buildings or animals are objects of study." 

Ephraim Emerton, Professor of History, Harvard University. 
" Thus everywhere we see the conviction gaining ground that the 
method of practice is indeed the only effectual method. Laboratories 
in natural science, the ** natural method" of learning language, instruc- 



82 HISTORY. 



tion by topics instead of by text-books, — all these are parts of one 
movement towards a higher and more effectual standard of instruction. 
How does it stand now with history? Perhaps more than any other 
study, history has suffered, and is suffering, from that misconception I 
have alluded to, that it means only a dreary mass of facts, dates, and 
events, strung along like so many beads on a chain, and with no more dis- 
tinction in value or meaning. It is the rarest thing to find a man who 
has any idea whatever about the materials of historical writing, or of 
the methods used in dealing with these materials. Even educated men 
are inclined to regard history as a collection of stories merely, more or 
less entertaining to read, but not having any really serious bearing upon 
the present active life of men. That there is a science of history, with 
its apparatus, its schools, its devotees, and its great results already 
reached, is an extremely unfamiliar fact." — Hairs Methods m History. 

Charles Kendall Adams, Pres. of Cornell University (J'ormerly 
Professor of History in Mich. University). 

" The mere memorizing of dry facts and assertions affords no intel- 
lectual nourishment, while it is almost sure to create a distaste for 
historical study, and, perhaps, will even alienate the taste of the 
scholar forever. The first of all endeavors, therefore, should be to 
put life and action into what, as it stands, is a mere bundle of dry 
bones. 

" This can be done in two ways. The information of the teacher may 
be used to illustrate what is set before the class as a lesson. Questions 
hinted at in the lesson may also be assigned the class for personal inves- 
tigation. The first method will always be used to some extent by every 
efficient teacher ; but it will not ordinarily be found sufficient. A far 
more helpful reliance is the method of personal research. The nature 
of the questions assigned must, of course, depend on the intelligence 
and advancement of the class. But even with a class of beginners, more 
is likely to be accomplished by assigning certain topics than by assigning 
certain lessons." — Hall's Methods in History. 

Herbert B. Adams, Professor of History, Joluis Hopkins University. 

" In teaching history, altogether too much stress has been laid, in 
many of our schools, upon mere forms of verbal expression in the text- 
book, as though historic truth consisted in the repetition of what some 



HISTORY. 83 



author has said. It would be far better for the student to read the 
same story in several different forms, and then to give his own version. 
The latter process would be an independent historical view based upon 
a variety of evidence. The memorizing of "words, words" prevents 
the assimilation of facts, and clogs the mental processes of reflection 
and private judgment," — HalPs Methods in History. 



Moses Coit Tyler, Professor of Ajnerican History in the Cornell 
University. 

"As I have students of all grades, so my methods of work include ihe 
recitation, the lecture, and the seminary. I have found it impossible 
by the two former to keep my students from settling into a merely 
passive attitude ; it is only by the latter that I can get them into an 
attitude that is inquisitive, eager, critical, originating. My notion is 
that the lecturing must be reciprocal. As I lecture to them, so must 
they lecture to me. 

" We are all students and all lecturers. The law of life with us is 
co-operation in the search after the truth of history," — Hall's Methods 
in History. 



"William F. Allen, Professor of History, University of Wisconsin. 

'* In the method which I have at last set^ed upon, my aim has been 
to get some of the benefits which students in the natural sciences 
acquire from work in laboratories. I would not be understood as 
claiming that this is original investigation, in any true sense of the 
term. Laboratory work in chemistry or physics is not original investi- 
gation, neither is the study of topics in history. The object, it must 
be remembered, is education, not historical investigation ; and the 
object of the educational process is not merely to ascertain facts, but 
even more : to learn how to ascertain facts. For the student, as a 
piece of training, historians like Prescott and Bancroft may stand in 
the place of original authorities. To gather facts from them, really 
at second hand, has for the student much of the educational value of 
first-hand work. Of course, there is a difference in students, and the 
work done by some is of a much higher grade than that of others. For 
the best students it easily and frequently passes into the actual study of 
authorities at first hand." — HalVs Methods in History. 



84 



HISTORY. 



"W. C. Collar, Principal of Latin School, Roxbiiry, Mass. 

" It is time to speak of the method of teaching. But the method must 
be determined in the main by the object aimed at. If the object is to 
deposit in the mind the greatest number possible of historical facts, 
there is perhaps no better way than to confine the instruction to drill 
upon the contents of a manual by question and answer, with fre- 
quent examinations in writing. Such a method would probably be 
effective in two ways : it would give learners positive knowledge, or the 
semblance of it, and it would pretty certainly make them hate history. 
I do not hesitate to say that the ultimate purpose of school instruction 
should be to incite an interest in history, and to create a love for his- 
torical reading. If this is a correct view, it gives the key to right 
methods." — HalVs Methods in History. 



J. R, Seeley, Regius Prof, of History, 
Cambridge Univ., Eng. : You have taken 
a decisive step, and I hope you will 
persuade many of your countrymen and 
countrywomen to follow you. Till this 
step is taken, both in historical writing 
and historical teaching, I cannot imagine 
that history can be anything more than 
a delightful amusement. But I think 
you and those teachers who use your 
book will get from it the much higher 
delight of feeling that you have given 
your pupils a real guide, a new science. 
XiMarch ii, 1886.) 

Alexander Johnston, Prof, of 
yurisprudence and Political Economy, 
Princeton Coll., N.jf. : Give a boy a 
competent instructor and this text-book, 
and if he does not get more than dry 
bones out of history, it will be because he 
is not fitted for such food. The book is 
a long step in advance, {yan. 4, 1885.) 

Dr. William T. Harris, Concord, 
Mass. : I think that it is by far the most 
successful attempt to introduce the new 
method of studying history — the method 
of investigation — that I have ever seen. 
I unhesitatingly commend the book for 
the schoolroom. 



Moses Colt Tyler, Prof of Amer- 
ican History, Cornell Univ. : I have ex- 
amined it with deep interest and satis- 
faction. I think the idea is developed 
with great skill and tact, and that its 
method will prove a means of giving 
new life and fruitfulness to the study of 
history. The intellectual training of such 
a method is very great. {Jcin. 27, 1886.) 

Chas. J. Little, Prof of History^ 
Syracuse Univ. : This is a book " after 
my own heart." Its wide-spread intro- 
duction into American schools will begin 
a new epoch in the study of history. 
{June 12, 1886.) 

Herbert Tuttle, Asst. Prof of His- 
tory, Cornell Univ.: The Seminary system 
of instruction is one in which I am a firm 
believer, and this book will permit it to 
be used even with the less advanced 
students. {Jan. 22, 1886.) 

J. Esten Cooke, Doyce, Va., Member 
of the Ainerican Historical Association : 
It impresses me as a work of very great 
learning, and as the result of profound 
study embracing very large tracts of 
thought. Cja//. 20, 1886.) 



HISTORY. 



85 



Robt. C, Winthrop, Dosfou, Mem- 
ber of the American Historical Associa- 
tion. : Such books cannot fail to be prized 
by teachers and learners, (j^an. 9, 1886.) 

Ex-Go V. Alexander H. Rice, Bos- 
ton, A f ember of the American Historical 
Association : It appears to me the very 
best book for its purpose that I have 
ever seen. Its plan is original and lucid ; 
it points out the way for the student to 
accomplish the work proposed without 
doing it for him, and it leads on to very 
exhausdve results. Its use will be likely 
to do away with much of the dryness of 
which many pupils complain in the study 
of history, and to leave upon the mem- 
ory distinct and permanent impressions. 
{Feb. 19, 1886.) 

E. O. Chapman, State Supt. of 
Schools, N.y. : The student who follows 
in the path marked out by Miss Sheldon 
will find abundant entertainment, and 
the historical outlines presented will be 
so fixed in his mind that he cannot for- 
get them if he would. More than this, 
the book is better calculated to inspire a 
desire for further reading than any other 
text-book on history that I have seen. 
{May I, 1886.) 

B. S. Morgan, State Superintendent 
of Schools, VV. Va. : I think this book 
one of the best books of its kind now 
before the public. {May 10, 1886.) 

James B. Angell, Pres. of Univ. of 
Mich. : The plan is certainly unique, 
and must have been wrought out of long 
experience. You seem to me to have 
executed it admirably. {Jan' 22, 1886.) 

W. P. Allen, Prof of History, Univ. 
of Wis. : It is an intelligent and skilful 
aid in the study of history on the right 
principle. {J'^"' 26, 1886.) 

John J. Tigert, Instr. in History, 
Vanderbilt Univ. : Like most teachers of 
history, I am thoroughly dissatisfied with 



current methods and results, and am 
convinced that this is a step in the right 
direction. {Feb. i, 1886.) 

Marshall S. Snow, Prof of History, 
Washington Univ., St. Louis, Mo.: It 
seems to me that the plan of the work 
and its execution are worthy of the warm- 
est praise. It cannot fail, I am sure, to 
be a stimulating book, and to suggest to 
students the true way of writing as well as 
of studying about past events and their 
influence upon mankind. 
{April 19, 1886.) 

W. E. Hunting-ton, Dean of Coll. 
of Liberal Arts, Boston Univ.: Its origi- 
nal plan of treatment, and the wide, fer- 
tile sources of information suggested by 
the lists of questions, must meet with 
general approval. {April 20, 1886.) 

W. P. Atkinson, Prof of History, 
Mass. Institute of Technology, Boston : 
It is an encouraging sign of awholesome 
revolt against the dull lesson-learning of 
" compendiums " in favor of truer and 
better methods. I feel very sure that it 
will prove a boon to all intelligent teach- 
ers of the subject. {Jan. 3, 1886.) 

J. B. Clark, Chair of History, Smith 
Coll., Northampton, Mass. : Its method 
seems to me to be admirable, and the 
execution is worthy of the plan. 

Katherine Coman, Prof of History, 
Welles ley College, Alass. : History could 
not be taught in a lifeless fashion from 
such a book. It is suggestive of the 
very best methods, and should provoke 
both teacher and student to good work. 
{Jan. 18, 1886.) 

E. Benj. Andrews, Prof of History, 
Brozvn. Univ., Providence, R.I.: I am 
impressed with the author's diligent 
attainments. It must prove an excel- 
lent book for teachers who have not the 
time or the books to enable them to be- 
come acquainted with these sources in 



86 



HISTORY. 



the original. I shall notice the work to 
the R.I, Teachers' Reading Circle. 
{Feb. 6, 1886.) 

Henry Ferguson, Prof, of History, 
Tr'mity Coll., Hartford, Conn. : I am 
extremely well pleased with the plan of 
the book, and also with its execution. 
The passages from the original authori- 
ties are happily selected, and will, I 
think, tend to excite the interest and 
pique the curiosity of intelligent boys 
and girls, and so lead them to investiga- 
tion for themselves. {April 17, 1886.) 

Prof. Henry M. Baird, Univ. of the 
City of New York : The only proper way 
of learning history is by some sort of 
independent search. The most practi- 
cable and beneficent plan then, is to 
compress the " sources " within the com- 
pass of a single handy volume, which 
can be mastered in the course of a few 
months ; but still to make it a volume of 
" sources." It is to supply such a want, 
as I understand it, that Professor Shel- 
don has prepared these " Studies in Gen- 
eral History"; and I am convinced that 
they will be found both suggestive to 
teachers and stimulating to scholars. 
{yan. 23, 1886.) 

Geo. S. Morris, Univ. of Michigan, 
Member of Aniericaji Historical Associa- 
tion : In praise of this method too much 
cannot be said, as it seems to me ; since 
its necessary result is to make of the 
study of history, not a mere work of me- 
chanical memorizing, but a true and 
active culture of the intelligence. 
{Jan. 6, 1886.) 

Austin Scott, Prof of Histoiy, 
Rutgers Coll., New Brunswick, A'.J. : I 
liave used it, as a reference-book and as 
a guide-book, with advantage. The plan 
is excellent, the execution good. 
{April 17, 1886.) 

Samuel M. Shute, Prof of English 
Literature^ The Columbian Univ., Wash- 



ington, D.C. : I shall recommend its use 
to my class in history. {June 17, 1886.) 

Robert Ellis Thompson, Prof. 0) 
History, Univ. of Penn., Philadelphia : 
The general purpose of the book must 
commend it to every teacher of this diffi- 
cult subject. I intend to urge my classes 
in history to procure it for subsidiary use. 
{April 28, 1886.) 

S, H. Gay, Me7nber of American His- 
torical Association {joint author of Bry- 
ant's History of United States), Wesi 
New Brighton, Staten Island, N. Y. : 
There is ample room for improvement 
in the text-books of schools, and in none 
so much as in tliose which profess to 
teach history. Teachers who have 
wearied over them will best know how to 
welcome a book from which the pupil 
will not only gain knowledge worth hav- 
ing, but will learn at the same time its 
real value, and liow best to gain it. 

G. E. H. Weaver, Prof of History, 
Swarthmore Coll., Pa. : I have been very 
much pleased with the method, and the 
whole make-up and appearance of the 
work. It would be very good for the 
class in general history in the prepara- 
tory school here. {March 20, 1886.) 

Theodore L. Seip, Pres. of Muh- 
lenberg Coll., Allen town, Pa. : If this 
book finds its way into general use, as it 
deserves, it will revolutionize the old 
method of teaching and lear?iingh.\siorf. 
I take pleasure in commending it to the 
favorable attention of teachers of history. 
{May 4, 1886.) 

Paul P. Rohrbacher, Prof, of His- 
tory, Wester fi Univ. of Pennsylvania, 
Allegheny : I am delighted with it. 
While comprehensive in its design, it is 
simple in style, interesting in its matter, 
and sure to awaken a lively interest in 
the study of history. It will not fail to 
make the student think, enable him to 



HISTORY. 



87 



compare events, and thus reach the hap- 
piest results. I shall recommend its 
adoption. {April 26, 1886.) 

R. T. Taylor, Pres. of Beaver Coll., 
Pa. : I think we shall introduce it next 
year. {May ii, 1886.) 

J. B. Wolfe, Pres. of Gladeville Coll., 
Wise C. H., Va. : I have concluded to 
adopt it. I think it an excellent book, 
and feel confident itw^ill give satisfaction. 
{April -z^, 1886.) 

J. E. Taylor, Pres. of Wake Forest 
Coll., N.C.: I am much pleased with it, 
and shall recom.mend it in our catalogue 
for parallel reading in the history course. 
{March 30, 1S86.) 

Prof. E. S. Joynes, South Carolina 
Coll., Columbia : Beginning to \oo]s.i7ito 
it, I found it so interesting that I have 
continued to look through it. Besides 
being deeply interesting, it is original, 
unique, and of altogether exceptional 
Vcilue. {Jan. 7, 1883.) 

Henry E. Shepherd, Prof of Eng- 
lish, Coll. of Charleston, S.C. : The gen- 
eral plan seems to me an excellent one, 
especially the combination of literary 
history with the development of civiliza- 
tion. It ought to command a wide suc- 
cess, and I trust it will. {April 19, 1886.) 

George H. Howe, Prin. of Talla- 
dega Coll., Ala. : It is just what I ex- 
pected to find, — an admirable book. 
The method is familiar to me, and I am 
very glad to see it in print. We shall 
probably introduce it. {March 27, 1886.) 

Charles Woodward Hutson, 

Prof of Histoiy, Univ. of Mississippi, 
Oxford : I feel sure that it will prove of 
great value. I am going to try it with my 
class in history. {J^^n. 5, 1886.) 

Virginia D. Farmer, Teacher of 
History in M. F. Coll., Mansfield, La. : 
I commend it highly. {Afay 6, 18S6.) 



P. D. Shaver, Prof of History, 
Bishop Coll., Marshall, Tex. : I have 
been surprised and delighted. It makes 
it possible for schools with limited li- 
brary privileges, to do work in historical 
studies in the spirit and method of our 
best equipped institutions. It furnishes 
material without which no proper teach- 
ing of history is possible, but which, 
hitherto, has been found only in the 
larger libraries. I shall have no hesita- 
tion in adopting it for the work next 
year. {April 20, 1886.) 

L. A. Johnson, Pres. pro tent.. Trin- 
ity Univ., Tehuacana, Tex. : It will be 
introduced info our preparatory school 
next term. {7'i'ii: i3, 18S6.) 

Arthur Yager, Prof of Histoiy, 
Georgetozun Coll., Ky. : I like it so much 
that I write this note to ask that you 
will immediately inform me at what price 
you propose to furnish it to college stu- 
dents. (7'^'i- 22, 18S6.) 

Allan Curr, Prof of History, daugh- 
ters Coll., Harrodsburg, Ky. : I consider 
it not only admirably adapted to its de- 
signed purpose, but also the best book of 
the kind I have seen. I hope now to 
make such arrangements as may result 
in its use next session. 
{April 19, 1886.) 

Hunter Nicholson, Univ. of Ten- 
nessee, Knoxville : I hope to see the 
book introduced in this university, and 
shall welcome every opportunity for com- 
mending it to good teachers. 
{April I, 1 886.) 

Since writing you I have gone care- 
fully through the book with a view to 
using it at a normal institute this sum- 
mer. This re-examination has con- 
firmed my previous good opinion. 
{Jime 13, 1S86.) 

I. W. Andrews, Prof of Political 
Philosophy, Marietta Coll., Ohio: It is 



IIISrORY 



clear that the author is familiar with tlie 
ground traversed, whicli is saying a great 
deal. I find the statements historically 
correct, and do not doubt that the work 
has been very carefully done. 
{Jan. 25, 1886.) 

Geo. W. Knight, Prof, of History, 
Ohio State Univ., Columbus : I am thor- 
oughly pleased with the plan upon which 
it is constructed, and I believe the author 
has carried out that plan successfully. 
The essential facts upon which to build 
history are there. {Jan. 20, 1885.) 

L. G. Adkinson, Pres. of Moore s 
Hill Coll., Ind.: I think it solves the 
problem of how to teach history. We 
shall use it in our work next year. 
{May I, 1886.) 

J. D. Crawford, Prof, of History, 
Univ. of Illinois : This work seems 
adapted to make- students of histoty, 
whose investigations will be only begun 
and directed when this book is finished, 
whose tastes will be so formed that more 
and yet more reading must follow. 
{Jan. 21, 1886.) 

Sue M. D. Fry, Prof, of Histoiy, 
Wesleyan Univ., Bloonii7igton, III. : I am 
very much pleased with it, and intend to 
introduce it into the Illinois Wesleyan 
University next year. {Jujie 21, 1886.) 

S. W. Parr, Prof of History, Illinois 
Coll., Jacksonville, III. : I shall use it in 
my class next year. {April 30, 1886.) 

W. H. Fischer, Prof of History, 
Wheaton Coll., III. : I will introduce the 
book as soon as our course shall be 
enlarged to give a little more time. 
{April 24, 1886.) 

C. E. Welbur, Prof of History and 
Pnglish Language, Adrian Coll., Alich. : 
I am confident that it is the most effec- 
tive way of studying history, especially 
by students of some maturity. 
{Marc/i I, 1886.) 



O. E. Hagen, Prof. ofHisto?y, Gales- 
ville Univ., Wis. : Nothing can be more 
natural and vivid. The work ought to 
meet a very warm reception. 
{March 30, 1886.) 

James H. Canfield, Prof of His- 
tory, Univ. of Kansas : '1 here can be no 
question that the system is the correct 
one — the best in every respect — where 
all the needed accessories can be had. 
The Sheldon manual does much in the 
way of supplying these, and supplying 
them ready for use. As I said at first, 
the work seems to have been very con- 
scientiously performed ; and I shall put 
its merits to the test of the class-room as 
soon as the next Freshman class enter 
upon their duties. {J'^'^' 30, 1886.) 

Jas. T. Anderson, Prof, of History, 
Central Coll., Fayette, Mo. : I indorse its 
plan most heartily, and would most cer- 
tainly use it, if I had a class in general 
history. {J'^fi^ 19. 1886.) 

W. C. Gadbey, Pres. Morrisville, 
Coll., Mo. : It is correct in design, novel 
in execution, and as a class-book will be 
found to be superior. {March 20, 1886.) 

G. P. Macklin, Pres. Avalon Coll., 
Mo. : We have adopted it as our text. I 
am convinced that it will greatly aid in 
the teaching of history. {April 20, 1886.) 

J. M. Chaney, Pres. of Kansas City 
Ladies' Coll., Independence, AIo. : It is 
our purpose to use it as a text-book the 
coming session. {June 17, 1886.) 

Ella A. Thomson, Prof of History, 
Af. E. Coll. of Neb., York: I regard it as 
a superior work. I intend to use it in 
my classes next year. 

L. S. Cornell, Supt. of Public Instruc- 
tion, Denver, Col. : I am well pleased 
with the method of presenting the sub- 
ject, as well as the clear and comprehen* 



HISTORY. 



RT 



sive analysis of so much history in such 
a small volume. It will certainly be a 
popular book. {June 19, 1886,) 

E. "Wicker, Prof, of History, Colorado 
Coll. : I have been using it for supple- 
mentary work in my class, with good 
results. The history is well arranged, 
and is calculated to produce an eager 
research on the part of the pupil. I 
hope to be able to introduce it as a text- 
book. {April 20, 1886.) 

Joseph B, Toronto, Prof of His- 
tory, Univ. of Deseret, Salt Lake City : 
I have adopted it without hesitation for 
use in my classes the coming year. 
{June II, 1886.) 

J. R. Herrick, Pres. Univ. of Dakota : 
It is my purpose to have it introduced 
into the University of Dakota. 
{April 20, 1886.) 

Mrs. E. C. Norton, Teacher of His- 
tory, Yankton Coll., Dak. : I should like 
to see it tried in our classes. 
{April 24, 1886.) 

Bernard Moses, Prof of History, 
Univ. of California, Berkeley : I can 
heartily commend it. {Fed. 16, 1886.) 

C. A. Leonard, Prof of History, Cen- 
tral Univ., Richmond, K'y. : I am secur- 
ing the very best results with the book 
— far better than my most sanguine 
hopes ever led me to expect. I exam- 
ined the class to-day on the work gone 
over, and found them quite ready in 
tiieir answers, and, above all, possessing 
a good, correct understanding of the 
subject-matter. I am glad such a book 
has been written. It is destined to revo- 
lutionize the study of general history and 
make pupils think for themselves. 

P.S. — Nothing could be better. You 
may use my name in unqualified com- 
mendation of the book. {Jan. 15, 1886.) 

E. J. Colcord, Teacher of Histoty, 
Vermont Academy, Saxtons River, Vt.: 



It is the only book that I know of claim- 
ing to be a text-book on general history 
which I feel quite ready to place in the 
hands of a class without qualification. 
I fully expect to find it a most useful 
auxihary. {Jan. 15, 1886.) 

Jane E. Leonard, Teacher of His- 
tory, State Normal School, Indiana, Pa. : 
I have used it in my class since the first 
pages came from the press, and I never 
used a book in my life which so fully met 
my idea of what a text-book should be. 
{Feb. 2, 1886.) 

Clara Conway, Prin, Clara Con- 
way Inst., Memphis, Tenn. : It is unques- 
tionably superior to any text-book of 
which I know. In the hands of the 
skilful teacher it will be a tremendous 
power; in the hands of the unskilled, it 
must be the best helper among historical 
books towards knowledge, discipline, 
mental strength, and culture. 
{Jan. 9, 1886.) 

Jennie I. Ware, Teacher in charge 
of History, Worcester High School, Mass. : 
To me, its advantages over other general 
histories consist in the selection of the 
most helpful illustrations, the translations 
given from original sources, and the 
questions in the " studies," capable of 
producing some individual thought in 
the pupil. {Jan- 8, 1886.) 

Mary E. Whipple, Teacher of His- 
tory in the Worcester High School, Mass. : 
The questions are just the ones to pro- 
duce thought in the mind of the pupil, and 
are so definitely and clearly stated as to 
receive the desired answers. I have not 
the least doubt as to the practical work- 
ing of the book, and should heartily 
commend its use in high schools and 
academies. {Dec. 15, 1885.) 

Helen M. Parkhurst, Teacher of 
History, Worcester High School, Mass. : 
The questions necessitate thought and 
reasoning on the part of the pupil, and 



90 



HISTORY. 



are admirably fitted to effect that object. 
I see no reason why it should not succeed 
perfectly as a regular text-book. I think 
the work cannot be too highly com- 
mended. {Dec. 15, 1885.) 

Mary A. Brighana, Brooklyn Heights 
Semiiiaty : I consider it the most valua- 
ble history that I have ever used. It will 
be made one of the regular text-books 
of the school. {June 16, 1886.) 

Harriet J. Bro-wn, Teacher of His- 
to7y, The Misses Masters' School, Dobbs 
Ferry, N.Y.: The dullest girls in the 
class are waking up. The brightest 
girls are proud beyond measure because 
every lesson seems to be an achievement 
of their own. They have made discover- 
ies. The result, so far as I am concerned, 
is, that I never before felt so much 
enthusiasm in teaching history, although 
I have always been fond of the subject. 
{Oct. I, 1885.) 

G. H. Davis, Dayshore, L.I. : I find it 
true that the book is a carefully chosen 
historical library. The pupils delight in 
studying it. {Feb. 13, 1886.) 

Miss C. Rounds, Private School, 
Brooklyn, N. Y. : I like the history very 
much, and my pupils are enthusiastic 
about it. {Ju7ie 16, 1886.) 

Jas. MacAlister, Supt. of Schools, 
Philadelphia, Pa. : It invites attention 
from every scliool that is desirous of 
making history a study of living interest, 
a means of liberal culture, and a disci- 
pline for the mind, which no other subject 
possesses in a larger degree. It will 
be found especially valuable in normal 
schools. {May 6, 1886.) 

Henry K\ "Wise, Supt. of Public 
Instruction, Baltimore : I consider it an 
excellent historical manual. Its method 
is based on correct principles. 
{.^pril 20, 1886.) 



A. J. Clark, Supt, of Schools, San 
Francisco, Cal. : I have closely examined 
the work, and consider it the best that I 
have seen. {April 24, i836.) 

H. S. Tarbell, Supt. of Schools, Prov- 
idence, R.I. : I find it to be a remarkably 
original, able, and suggestive book. It 
cannot fail to have great influence for 
good. {May 10, 1886.) 

Geo. A. Littlefleld, Supt. of Public 
Schools, Newport ^ RJ. : It is a work 
which meets a great want, and which is 
evidently destined to a prosperous career. 
{June 5, 1886.) 

J. M. B. Sill, Supt. of Schools, Detroit, 
Mich. : I have looked it over sufficiently 
to become deeply interested in it. The 
plan is admirable, a decided improve- 
ment on the usual text-book in this 
branch of study. {April 19, 1886.) 

S, T. Button, Supt. of Schools, New 
Haven, Conn. : It suggests not only the 
right matter, but the proper method also. 
{Jan. 28, 1886.) 

Henry F. Harrington, Supt. of 
Public Schools, New Bedford, Afass.: I 
do not believe that a schoolbook has 
been published for many years possess- 
ing the remarkable merit which charac- 
terizes Sheldon's General History. Its 
method and arrangement are singularly 
original, and are as admirable as they are 
fresh and unique. And they derive their 
chief value from the evidence of an 
adequate scholarship doing its work 
with consummate sagacity and discrim- 
ination. No teacher, no student, who 
would appreciate the advantage to be 
derived from a singularly efficient helper 
towards a true understanding of the facts 
and philosophy of history, can afford to 
be without the book in question. 
{Jujie 18, 1886.) 

"Wm. Connell, Supt. of Schools, Fall 
River, Mass.: It presents the subject in 



HISTORY. 



91 



a new but normal light to the student. 
It introduces him to the original sources 
of history, and from this material he is 
furnished with the occasions to compare, 
to generalize, to differentiate, to form 
judgments, and to reach conclusions for 
himself. {June i6, 1886.) 

A. P. Stone, Supt. of Schools, Spring- 
field, Mass. : I regard it as an excellent 
work. In the revolution which is now 
taking place in teaching history, this 
book will be of great service in the 
schoolroom and to the general student 
of history. {Ji^'^^ 15. 1886.) 

E. H. Davis, Supt. 0/ Schools, Chelsea, 
Mass.: It seems to me that you have 
one of the most attractive, as well as 
useful, volumes yet issued on this im- 
portant subject. {April 29, 1886.) 

J. H. Davis, Supt. 0/ Schools, Soiner- 
ville, Mass. : It cannot fail to promote 
thoughtful investigation, and to awaken 
and foster a deep interest in the study of 
history. ij'^'^ 15. 1886.) 

Wm. E. Hatch, Supt. of Schools, 
Haverhill, Mass. : It is built on the right 
plan. Were it in general use in our 
higher schools, I am confident that 
pupils would get more meat and less 
husk. (.-^/r// 30, 1886.) 

F. Kelsey, Supt. of Schools, Nashua, 
N.H. : It seems to me an admirable 
work, and I trust you will count me as 
one who " takes kindly " to this new way 
of studying history. {J'-^'i' 28, 1886.) 

S. A. Ellis, Supt. of Schools, Roch- 
ester, N. y. : I cannot conceive how a 
text-book on the subject of history could 
be more original in its plan, or more 
admirable in its execution. If I am not 
mistaken, if will go far toward revolution- 
izing our methods of teaching history. 
{June 16, 1C06.) 

Edward Smitli, Supt. of Schools, 
Syracuse, ^V. 1'. .■ If any change should 



be made in that subject in the high 
school, I should favor this book. 
{April 21, 1886.) 

M. W. Scott, Supt. of Schools, Bing- 
hamton, N. Y. : Our teachers in history 
who have examined it speak highly of 
its merits as a text-book. 
{Jme 10, 1886.) 

M. J. Michael, Supt. of Schools, 
Rome, N. Y. : Its plan of study is ad- 
mirable, and shows the work of a master- 
mind in the art of teaching. 
(yuue 18, 1S86.) 

John Miller, Supt. of Public Schools, 
Newburgh, N. Y. : I hope we may adopt 
it. {April 2g, 1886.) 

A. W. Edson, Supt. of Schools, Jersey 
City : You are to be congratulated on the 
publication of so excellent a book. It 
must infuse new hfe into the study of 
history. {A/ay 4, 1886.) 

Wm. N. Barring-er, City Supt., 
Newark, N.J. : I have examined it with 
care. I like the plan very much. It is 
well adapted to aid the research of the 
pupil. {June 15, 1886.) 

Martin V. Bergen, Supt. of Schools, 
Camden, N .y. : Should any change be 
made, I should most certainly recom- 
mend it. {June 18, 1886.) 

L. O. Foose, Supt. of Schools, Har- 
risburg. Pa.: It is fresh, unique, and 
suggestive, and will certainly awaken 
interest on the part of both pupil and 
teacher. {J^^n. 9, 1886.) 

H. S. Jones, Supt. of Schools, Erie, 
Pa. : It is a needed and valuable depart- 
ure from the usual text-book style of 
historical study. {J"ne 17, 1886.) 

John Morrov^, Supt. of Public 
Schools, Allegheny, Pa. : I consider it an 



92 



HISTORY. 



excellent book, and have no doubt of its ' 
popularity wherever used. 
{June l8, 1886.) 

D, S. Keith, Supt. of Schools, Alioona, 
Pa. : J am pleased with its arrangement, 
and think it well adapted to the wants of 
pupils. (7^«- 22, 1886.) 

H. R. Roth, Siipt. of City Schools, 
Meadvdle, Pa. : So far as I am concerned, 
it shall have due attention when the time 
comes for the annual selection of texts. 
(7a«. II, 1886.) 

R. M. Streeter, S^ipt. of Schools, 
Tttusville, Pa. : I know of no better text- 
book for the subject. {Jime 17, 1886.) 

Charles F. Foster, Supt. of Schools, 
Chester, Pa. : I regard it better adapted 
to the accomplishment of the purpose for 
which it is designed in the outfit of the 
student than any other book of the kind 
which 1 have seen. {Ji^ne 18, 1886.) 

Superintendent Pubhc Schools, 
Norfolk, la.: It is an admirabie piece 
of work. CJuue 16, 1886.) 

Usher W.CuttS. City Supt., Orange, 
N.J. : 1 thoroughly like the plan of the 
book. It seems to be the one best cal- 
culated to make pupils real students of 
history. ij""^ 15. 1886.) 

L. H. Jones, Supt. of Schools, bidian- 
apolis : It is an admirable book in plan 
and in execution. Having seen the author 
teach so successfully by this plan, I am 
now greatly gratified to see her work take 
such shape as to give to teachers of this 
subject the benefit of her methods. 
{April 20, 1886.) 

Wm. H. Wiley, Supt. of Schools, 
Terre Haute, bid. : It is a first-class book. 
{April 29, 1886.) 

Jno, S. Ir-win, Supt. of Schools, Fort 
Wayne, bid. : Beyond any other we know 



of. it furnishes the true basis for histori- 
cal study. ij'^'^- ^9- 1886.) 

E. A. Gastman, Supt. of Schools, 
Decatur, 111. : We are much pleased with 
it. The plan is novel, and ought to 
awaken great interest on the part of the 
pupils. {May 14, 1886,) 

H. G. Winslow, Supt. of Schools, 
Racine, Wis. : It is certainly a very inter- 
esting and useful book, opening up, as 
it does, new methods and new views in 
the study of history. {April 19, 1886.) 

J. M. Green-wood, Supt. of bistruc- 
tion, Kansas City, Mo. : It is without a 
peer. {Jan. 9, 1886.) 

W. F. Staton, Supt. of Schools, At- 
lanta, Ga. : I have placed it in the hands 
of the committee on text-books for ex- 
amination with reference to its introduc- 
tion into our schools. {April 20, 1886.) 

W. H. Baker, Supt. of Schools, 
Savannah, Ga. : If we make any change, 
I shall urge its introduction in our schools. 
{Aprils?,, 1886.) 

Henry P. Archer, Supt. of City Pub- 
lic Schools, Charleston, S.C: It is emi- 
nently practical, and is, in my opinion, a 
decided improvement on the text-books 
now in use. {April 26, 1886.) 

Rich. C. Meade, Supt. of Schools, 
Atchison, Kan. : I can say without hesi- 
tation that it is the best book of its kind 
that I have ever seen. {April 21, i8£6.) 

D. C. Tillotson, Supt. of Schools, 
Topeka, Kan. : To find a text-book spark- 
ling with good things for both pupil and 
teacher, and without one "dry" page, 
makes the soul of the teacher rejoice. 
{April 19, 1886.) 

E. Stanley, Supt. of City Schools, 
Lawrence, Kan. : I have given it a care- 
ful and critical examination, and am con- 



HISTORY. 



93 



vinced that it possesses many points of 
excellence. {June 17, 1886.) 

WT. S. Perry, Supt. of Schools, Ann 
Arbor, Mick. : No such matter as it con- 
tains is accessible to a majority of teach- 
ers of history in high schools, and to them 
it will be invaluable, as showing some 
of the sources of history, and as furnish- 
ing some of the material from which his- 
tory is made. {April 24, 1886.) 

I. N. Mitchell, Supt. of Schools, Grand 
Rapids, Mich. : I believe it to be the best 
working class-book, i.e., tool, of which I 
have any knowledge. {April 22, 1886.) 

S. G. Burkhead, Supt. of Schools, 
Saginaw, Mich. : It is indeed unique, 
and I beheve would be eminently satis- 
factory. {April 19, 1886,) 

Henry J. Robeson, Supt. of Schools, 
Port Huron, Mich. : It is undoubtedly 
the best work now in the market for 
high-school or academic pupils. 
{May 13, 1886.) 

Henry N. French, Supt. of Schools, 
Kalamazoo, Mich. : I am delighted with 
its plan and scope. {June 18, 1886.) 

J. B. Young, Supt. of Schools, Daven- 
port, la. : The method of study that it 
suggests will not only foster a taste for 
reading, but lead to independent inves- 
tigation. {April 19, 1886.) 

James B. Bruner, Supt. of Public 
Instruction, Omaha, Neb. : It is, in many 
respects, the best text-book on the sub- 
ject that I have ever examined. 
{June 18, 1886.) 

E. B. Neely, Supt. of Public Schools, 
St. Joseph, Mo. : This book ought to 
inaugurate a new era in the study of his- 
tory, and if I am not mistaken, it will 
prove to be the most popular. work on 
tlie subject that has yet been published. 
{Jan. 20, 1886.) 



C. B. Thomas, Supt. of East Saginaw 
Public Schools, Mich. : We like it. Its 
design and arrangement are unique, and 
exceedingly suggestive to both teacher 
and scholar. Probably no other text- 
book on history is so well fitted to invite 
and facilitate research, to provoke study 
and investigation, as this. Had we not 
recently put another into use, we would 
give it immediate place in our list of 
books. {June 18, 1886.) 

Darius Steward, Rochester, Minn. : 
The publication of Sheldon's General 
History carries that department of school 
work a long step in advance. Teachers 
and pupils of the present will accept this 
plan of work with thanks, and those of 
the future, as a matter of course. 
{July 3, 1886.) 

W. M. West, Supt. of City Schools, 
Faribault, Minn.-: I like it very much. 
It seems to me that it must aid in devel- 
oping the "historical imagination," in 
forming better habits of historical study, 
and in giving pupils (or teachers) truer 
ideas of the sources from which history 
is made. I intend that our schools shall 
use it next year. {April 25, 1886.) 

L. F. Curtis, Supt. of City Schools, 
San Jose, Cal. : I am very much pleased 
with it. It is certainly a marked step in 
advance of the old methods in historical 
study, — "a new departure" which will 
be greatly appreciated by progressive 
teachers everywhere. {June 12, 1886.) 

Kate W. T. Tupper, City Superin- 
tendent of Schools, Portland, Ore. : It 
gives me pleasure to express my hearty 
commendation of it. It has been on my 
desk the past six months and under 
daily examination. I shall hope for the 
pleasure of using it in class some time in 
tlie future, for I believe that the "histori- 
cal sense" can be more satisfactorily 
developed by its use than by the use of 
any other school text I have ever seen. 
{June 22, 1886.) 



94 



HISTORY. 



H. R. Roth, Supt. of City Schools, 
Meadville, Pa. : The Manual makes 
your work on this subject the most de- 
sirable and complete I know. 
(yune 22, 1886.) 

A. H, Campbell, Prin. State Normal 
School, Johnson, Vt. : I find it a unique 
book. It gives an insight into the mak- 
ing of history as no other book of my 
acquaintance does. {March 17, 1886.) 

A. C. Boyden, State Normal School, 
Bridgewater, Mass. : Anything that will 
drive the students away from the old 
memoriter form of history study is to be 
welcomed by teachers. I think this a step 
in the right direction. {June 14, 1886.) 

Miss T. W. Lewis, Teacher of His- 
tory, State Normal School, Providence, 
E.I. : I have examined it carefully, and 
i*^ it gives me pleasure to say that I think 
it promises better than anything else I 
have seen. Its plan is unique ; yet it is 
wholly in accordance with the most ra- 
tional methods of teaching. 

It is adapted to stimulate thought to a 
wonderful degree, and to change the dry 
memorizing of details, so common in our 
secondary schools, into a broad philo- 
sophical consideration of causes and re- 
sults, and of the onward march of civili- 
zations. I can desire nothing better for 
our high schools, academies, and normal 
schools, than a general adoption of this 
book and a supply of teachers who can 
use it intelligently. I shall give it a trial 
in the class-room in September. 
{July 10, 1886.) 

Samuel J, Sornberger, State Nor- 
mal School, Cortlafid, N. Y. : I have been 
using it as supplementary to other matter 
in class-room work, and I find it of great 
value. {April 27, 1886.) 

Miss S. M. Efner, Teacher of His- 
tory, State Normal School, Brockport, 
N. Y. : The plan is original and practical. 
{April 26, 1886.) 



D. C. Murphy, Teacher of Historical 
Science, Central State Normal School, 
Lock Haven, Pa. : I find it excellent and 
well adapted to class-work. 

{April 19, 1886.) 

J. A. Cox, Prin. of State Nor7nal 
School^ West Liberty, W. Va. : I have no 
hesitancy in recommending it to all 
schools wishing an excellent text-book 
on general history. {April 19, 1886.) 

E. E. Smith, Prin. of State Normal 
School, Fayetteville, N. C: It is new, 
practical, and inspiring. I hope to have 
it adopted for classes in our school. 
{April 20, 1886.) 

J. Ross Lee, Prof of General His- 
tory, Normal University, Ada, Ohio: 
I am convinced that it possesses many 
points of superiority. I anticipate its 
general introduction as a text-book. 
{June 17, 1886.) 

Robt, M. Lusher, Prin. of the late 
Pcabody Normal Setninary, New Orleans, 
La.: I am satisfied that all teachers of 
history will be delighted with it. 
{April 24, 1886.) 

J. T. McCleary, Teacher of History, 

State N'ormal School, Mankato, Minn. : 
The book marks an era in the method 
of historical study in schools. 
{April 2.2., 1886.) 

The more I examine the studies, the 
more I am impressed with the spirit of 
investigation which the studies almost 
impose upon the student. The classes 
which use the book as it is intended to 
be used, will be able to " weigh and con- 
sider" historical evidence. 
{June 24, 18S6.) 

C. W. G. Hyde, Instructor in History, 
State Normal School, St. Cloud, Minn. : 
I hail it as a most valuable aid in lifting 
history above the position of a mere 
memory study. It compels tn ought ; and 



HISTORY. 



95 



if there be such a thing as a science of 
history, the earnest student cannot do 
otherwise than extract it from these 
" Studies." {April 24, 1886.) 

J. H.Miller, Campbell Normal Univ., 
Holton, Kan. : I have seen no general 
history with so many good qualities. Its 
character is elevating; i:s order, natural. 
I consider it the best work of the kind 
published. {May 30, 1886.) 

S. L. Maxson, Prin. of Albion Acad- 
emy and Normal Institute, Wis. : I have 
examined it carefully, and am satisfied 
that it excels anything in that line of 
study I ever met with. We have given 
it a regular place in our list of studies, 
and shall try to make it a popular study, 
as it deserves. {June 12, 1886.) 

Wm. Stryker, Teacher of History 
in Kansas Normal Coll., Fort Scott, 
Kan. : I find that it contains the most 
matter in the smallest space, and ar- 
ranged in the best manner of any history 
I have ever seen. {Jcin. 21, 1886.) 

Nellie G. True, Teacher of History, 
Waterville High School, Me. : During 
the past quarter, I have used it for sup- 
plementary work in my classes with very 
profitable results. It is the most helpful 
and original general history I have ever 
seen. {April 26, 1886.) 

M. H. Purring-ton, Prin. of Kenne- 
bunk High School, Me. : I have never 
seen a work on general history so well 
adapted to give a rational comprehen- 
sion of the events and circumstances 
which make up history. The historic 
process is so vivid and entertaining that 
the work cannot fail to please as well as 
instruct. Nothing would give me greater 
pleasure than to adopt it in my school. 
{April 19, 1886.) 

S. W. Landon, Prin. of Burlington 
High School, Vt. : The constant use of it 



for some time as a reference book con- 
vinces me that it is one of the best helps 
to the study of history ever offered our 
schools. It is admirably designed to 
stimulate the pupil to work outside of 
the text-book, and with remarkable wis- 
dom it directs him where to work. 
{May 8, 1886.) 

S. C. Smith, Master in English High 
School, Boston : I can say I am very 
much pleased with it. I wish it could 
be introduced into our school, as it has 
" strong points " I have never seen in 
any other text-book on history. Any 
one who has had experience in teaching 
history will at once recognize familiar 
topics arranged in a new and helpful 
manner. The book possesses many 
excellences which readily appear to the 
experienced eye. {May 17, 1886.) 

C. P. Townsend, Worcester High 
School, Mass.: It seems to me not only 
one of the best text-books I have ever 
seen, but also, from its arrangement, its 
illustrations, suggestive quotations from 
Greek authors, and its questions, obliging 
the student to think for himself, an inter- 
esting and inspiring book of history for 
the general reader. 

D. W. Abercrombie, Prin. of Wor- 
cester Academy : Its method is undoubt- 
edly the correct method in theory, and 
must have great value in practice. Its 
method is so undeniably correct that it 
shall have another close inspection with 
a view to its introduction into the acad- 
emy. {Ju7ie 16, 1886.) 

W. W. Colburn, Prin. of Spring- 
field High School, Mass. : It is, in my 
opinion, admirably arranged for a syste- 
tnatic and thorough study of history. 
{June 16, 1886.) 

F. P. McGregror, Prin. of Lawrence 
High School, Mass. : It is, in my judg- 
ment, the best work on the subject now 
published. ( J««^ 17, 1886.) 



96 



HISTORY. 



Ray Greene Huling', Prin. of New 
Bedford High School: I regard the 
method as a great improvement on the 
common memorizing of text-books upon 
the subject, I hke the book and wish it 
a wide success. (,7""^ i6, 1886.) 

Mary E. Austin, Teacher of History, 
New Bedford High School, Mass. : I have 
heard Mr. H. F. Harrington, our super- 
intendent, praise the book; and from 
only a hasty examination I should judge 
the book merited all ♦he praise it had 
received, and much more. {July 6, 1886.) 

L. Dame, Prin. of Consolidated High 
School, Newbury port, Mass. : Every one 
who is called upon to teach this subject 
has abundant reason to be extremely 
grateful to the author for this contribu- 
tion to our list of text-books. It seems 
to me it must be extensively adopted in 
high schools throughout the country. 
{June 17. 1886.) 

A. J. George, Teacher of History, 
Brooklin^ High Scliool, Mass. : I am glad 
to put myself on record as being in hearty 
accord nvith both the spirit and method 
of Sheldon's History. I confidently ex- 
pect that the results of its use will be to 
shelve forever the " drum and trumpet " 
histories now so common in our schools. 
{June 17, 1886.) 

Elizabeth C, Shepley, Providence 
High School, R.I. : It is by far the most 
enjoyable school-book on history which 
I have ever seen. {May 29, 1886.) 

Miss E. M. Boy den, Teacher of 
Ancient History, High School, Brooklyn, 
N.y.: Miss Sheldon has the true secret 
of making the subject of history both 
interesting and profitable. 
{April 17, 1886,) 

Lucy M. Salmon, Teacher of His- 
tory, Free Academy, Rochester, N. Y. : I 
think it will be of great service in giving 



new ideas in regard to teaching history. 
{June 25, 1886.) 

Wm. E. Mead, Prin. of Troy High 
School, N.Y. : Nothing with which I am 
acquainted illustrates more clearly the 
topical method than this text. 
{March 31, 1886.) 

Emma E. Allerton, Teacher of His- 
tory, Poughkeepsie High School, N. Y. : I 
think the plan quite novel and very phil- 
osophical. Undoubtedly the book can 
be made a success. I think Miss Shel- 
don has taken a step far in advance of 
our ordinary text-books of history. 
{April ^xi, 1886.) 

Anna Nicholl, Hacketistown, N.J. : 
I like it better than any I have ever used 
or ever seen; I shall not be satisfied in 
future to use any other text-book. I take 
pleasure in giving my hearty approval of 
the book in all respects. {June 15, 1886.) 

Miss E. R. Haxton, Teacher of His- 
tory, High School, Meadville, Pa.: It is 
a very fine history; indeed, by far the 
best of its kind that I have seen, embody- 
ing, as it does, the newest methods of 
teaching that subject. I hope that I may 
have the pleasure of using it in my 
classes. (7^«. 25, 1886.) 

W. Howard Falkner, Teacher of 
History, Rugby Academy, Philadelphia, 
Pa. : It is in all respects an excellent 
work, accurate, concise, and admirably 
adapted for a text-book. 
{March 23, 1886.) 

Agnes Ir-wln, Prin. of Private School, 
Philadelphia : I think the plan admira- 
ble, and the book excellent. It will be 
of great use to most teachers, and a help 
to all. {June 16, 1886.) 

A. J. Robinson, Instructor in History, 
Baltimore City Coll., Md. : I have used 
the book to some extent in my classes 



HISTORY. 



97 



here, and find it to be all that is claimed 
for it. The method of treatment is better 
than that of any text-book in history pub- 
lished in this country that I have seen. 
(June 15, 1886.) 

William F. Fox, Prin. of Richmottd 
High School, Va. : I like the plan of the 
book, and think it well calculated to 
stimulate study and investigation, and to 
lead the pupils to grasp the important 
facts and to form independent judg- 
ments. {May 3, 1886.) 

Theston H. Johnston, Teacher of 
History, High School, Cleveland, O. : It 
is suggestive for the pupil and helpful for 
the instructor, but each must be a stu- 
dent to gather all the good which the 
author has made available. 
(yune 19, 1886.) 

Mabel Cronise, Teacher of History, 
Toledo High School, O. : It is a very 
valuable work, clear, concise, and yet 
with no important subject omitted. 
{Teb. 9, 1886.) 

C. F. Lane, Prin. of Ft. Wayne High 
School, Ind. : It seems to me fully to sus- 
tain the promise of the advance sheets. 
We shall start in this study a class of 
about forty, some time in April, or per- 
haps earlier. {J'^n. 28, 1886.) 

J. C; Black, Prin. ofLogatisporf, High 
School, Ind. : Am well pleased with it. 
It is constructed on the right principle. 
{April 29, 1886.) 

Mrs. M, E. Gettemy, Prin. of High 
School, Galesburg, III. : I believe that 
this book will do more towards produc- 
ing this result than any heretofore placed 
in the schoolroom. It must stimulate 
to thought, and that which stimulates to 
thought must awaken interest. I look 
for a revolution in the method of teach- 
ing history. {May i, 1886.) 



Cora W. Blodgett, Teacher of His- 
tory, St. Paul High School, Minn. : I 
have been using it in supplementary 
work, and am very much pleased with 
it. It carries out completely the method 
which I am using. As suggesting addi- 
tional lines of study and of thought, it is 
of great value. I like the questions, the 
illustrations, and the extracts especially. 
{April 28, 1886.) 

J. H. Le^wis, Pri7t. of Hastings High 
School, Minn. : I think that I shall use 
it next year. {J^^^e 20, 1886.) 

Mina B. Selby, Teacher of History, 
Iowa City High School, la. .'It supplies 
a need which I have always felt in teach- 
ing history. The illustrations and the 
quotations from all important historical 
documents are well calculated to arouse 
interest and fix attention. {June 22, 1886.) 

Helen E. Morton, Teacher of His- 
tory, Tabor High School, la. : I have 
been using it for some two weeks in a 
very small class in " philosophy of his- 
tory." I am pleased with the work done 
and the interest inspired. 
{April 2.6, i^2>6.) 

Almira Hayes, Teacher of History, 
Kansas City High School, Mo. : No 
words of mine can convey to you my 
appreciation of it. It is so unlike other 
general histories ! New life and interest 
are given to old matter. I have been 
educating myself in its spirit. I am sure 
that it must make students of history, 
and develop a searching criticism of state- 
ments, and power to connect cause with 
result, as no history I have seen can do. 
{April 2.\, 1886.) 

Villa B. Shippey, Teacher of His- 
tory, Omaha High School, Neb. : I have 
been using it as a guide in my work since 
the first pages were published. Miss 
Sheldon places history, as it should be, 
among the disciplinary subjects. I hope 



98 



HISTORY, 



the time will soon come, that we may 
devote more time to history, and that 
this book will be in the hands of the 
pupils. I can heartily endorse all that 
has been said in favor of the work. 
{May 17, 1886.) 

Belle Macormic, Teacher of History, 
Nebraska City High School: I find it to 
be very practical. It is the best text-book 
of history I have seen. I hope to have 
the class use it next year. 
i^April 19, 1886.) 

Kate Elliott, Assist. Teacher, Girls' 
High School, San Francisco, Cal. : I re- 
gard it as one of the greatest aids in the 
study of history. It is full of suggestion, 
and I cannot but feel that the study car- 
ried forward on the plan proposed in this 
book will be both profitable and pleasant 
to the pupil. Cyw-^'"? 22, 1886.) 

Fred H. Clark, Prin. of Los An- 
geles High School, Cal.: It is one of 
the most perfect guide-books for study 
that it has ever been my fortune to 
examine. 



Journal of Education, London, 
Eng. : Taken altogether, these studies 
suggest the contents of a lecturer's note- 
book, and, if they are so, Miss Sheldon's 
lectures must have been of first-rate 
quality. 

The Critic, New York : We do not 
know any text-book in history designed 
so skilfully to make the scholars think. 

N. E. Journal of Education : We 

heartily commend this work to teachers, 
school and college officers, believing that 
a careful examination of its plan and 
methods of teaching and studying gen- 
eral history will lead to its adoption. 

New York School Journal: The 

Student's Manual showed that the au- 
thor knows the true method of histori- 
cal teaching more thoroughly than any 
teacher who has written on this subject 
in this country. 

Education, Boston: It is warmly 
commended by critics as of great value 
in the class-room. 



Studies in Greek and Roman History; 

Or, Studies in General History, from looo B.C. to 476 A.D. By Mary D. 
Sheldon, recently Professor of History in Wellesley College. 5>^ by yj^ 
inches. Cloth, xvi -|- 250 pages. Price by mail, ^i.io; Introduction 
price, $1.00. 

AT the request of several teachers in leading city high schools, we 
shall bind separately those portions of " Sheldon's Studies in Gen- 
eral History" and of the " Teacher's Manual" which relate to Greece 
and Rome, including the small amount of prefatory Ancient History. 
These portions will make works respectively of 250 and 75 pages, and 
will meet the needs of students preparing for college, of schools in 
which Ancient History takes the place of General History, and of stu- 
dents who have used an ordinary manual, and wish to make a spirited 
and helpful review. 



HISTORY. 



The following letters from those using the book show with what ease, 
profit, and satisfaction this book is used in the class-room: — 

COLLEGES. 



Melville B. Anderson, Prof, of 
Literature a?id History, Purdue Univ., 
Lafayette, bid. : I have been using the 
book with much profit and satisfaction 
all round, since last September. In a 
few weeks I shall start a mid-year class 
of forty-five. (7'^"- 12, 1887.) 

Georg-e B. Adams, Prof of His- 
tory, Drury Coll., Springfield. Mo. : I 
have only praise to write of it. My 
knowledge of the book came too late to 
enable me to adopt it for the present 
year's class, but I have no doubt that I 
shall use it hereafter. {Sept. 21, 1886.) 

Charles E. Taylor, Prof, of His- 
tory, Wake Forest Coll., N.C.: I am 
using the book in my classes in the 
School of History as a book of refer- 
ence, and find it suggestive and stimula- 
ting to students and helpful to myself. 
{April z, 1887.) 

C. E. Wilbur, Prof of History, 
Adrian Coll., Adrian, Mich. : I am 
pleased with the success I have had with 
the book. I tried it as an experiment, 
but shall continue to use it. I consider 
its special value to be in the fact that it 
puts the student in contact with the 
sources of history. I consider it also as 
effective in mental drill as a course in 
mathematics or classics. I hope the 
book may have an extensive use. 
{April 7, 1887.) 

Prances Pellett, Teacher of His- 
tory in Elmira Coll., N. Y. : I find it 
original in its plan, but practical, and an 
excellent text-book for general history. 
{Jan. 8, 1886.) 

T. C. Roney, Instructor in History, 
Deitison Univ., Granville, O. : It proves 
to be an admirable work as regards plan, 



method, and material. I regret that I was 
unable to introduce it as a text-book into 
my present class in General History, but 
am testing its efficiency with gratifying 
results, and intend to place it in the 
hands of my pupils as soon as possible. 
{Jan. 12, 1887.) 

Miss M. A. Harris, Prof, of History 
and Literature, Waynesburg Coll., Pa. : 
I have never had such satisfactory re- 
sults in teaching history as I find this 
year with Sheldon for my text-book. 

Our college attendance is mainly made 
up of young men and women who are 
dependent on their own exertions for 
means of support through their college 
course. No more earnest or apprecia- 
tive class of students could be imagined, 
nor one more thoroughly practical in its 
tests. They have shown exceptional in- 
terest in this new method of learning the 
lessons of history, and the only adverse 
criticism comes from a lamb of the flock, 
who doubtfully says : " This is harder 
than the history we used last year. It 
makes one think so much." 
{April 6, 1887.) 

J. R. Herrick, Prof of History, 
Univ., Vermiirum , D. T. : The new 
method of history has been tried with 
success in our university. I find that 
the facts themselves are well retained ; 
while, as a result of the method, valuable 
lessons are learned, and the student's 
independent historical judgment is de- 
veloped. {Aprils, 1887.) 

J. J. Shenk, Teacher of Histoty, 
Polytechnic Inst., New Market, Va. : I 
have been conducting a class in the 
book since Jan. 15, 1887. The plan of 
the work is novel, and good results may 
be expected from its study. 
{April 6, 1887.) 



HISTORY. 



From Superintendents of Schools, and Teachers in Normal Schools, 
High Schools, and Academies where the book has been used: — 



John S. Irwin, Supt, of Schools, 
Fort Wayne, Ind. : Our work in Shel- 
don's History has proved satisfactory 
beyond our expectations. Indeed, as I 
told you in a former letter, we have put 
it into two of our High School classes, 
thoroughly satisfied that, used as Miss 
Sheldon directs, it will prove one of the 
best means for strengthening and broad- 
ening our scholars. I can truthfully say 
that the demand upon our library for 
works to use collaterally with the text- 
book has never been so great or so satis- 
factory in its character. It is a severe 
task upon the librarian's time and knowl- 
edge of his books, but a very satisfactory 
one in its results. The method makes 
students of history, not students of some 
author's ideas of history. I think you 
may reckon on Fort Wayne as a con- 
stant field for the use of the book. I 
have done myself the pleasure to recom- 
mend it in several schools. 
{Dec. i6, 1886.) 

M. L. Hawley, Supt. of Schools, 
Gloucester, Mass. : A careful examina- 
tion of Sheldon's General History, with 
a view to introduction in the High 
School, has convinced committee and 
teachers, as well as myself, that it is a 
work of extraordinary merit. It is a new 
departure in method, and marks an era 
in historical study in schools. It treats 
of causes as well as results, and thus 
leads the pupil to a thoughtful study of 
history instead of merely memorizing 
dry facts. It has been unanimously 
adopted for use in our higher classes. 
(May 10, 1887.) 

Isabelle H.Fitz, Teacher of History, 
Butler High School, Groton, Mass. : I 
have used Sheldon's History for five 
months, and am glad to express my 
appreciation of its worth. Through its 
means my pupils are learning to think. 



and so obtain a practical benefit from 
the study of history. I think the book 
especially valuable in the prominence it 
gives to those subjects of vital impor- 
tance to us to-day. On no account 
would I return to the former method of 
committing to memory page after page 
of the text-book. {May, 1887.) 

Miss K. D. Hudson, Teacher of 
History, Troy Female Seminary, N. Y. : 
I like the book very much. 
(May 3, 1887.) 

Milton J. Mallery, Supt. of Public 
Schools, Danville, Ind. : I have not been 
able to give the book a fair trial this year, 
but even at a disadvantage it has proved 
to be the best I have ever used. I be- 
lieve its plan to be the true one, and 
shall continue to use it. 
{April i„ 1887.) 

Wm. Jenkins, Supt. of Schools 
{West Side), Mendota, III.: We have 
used the book during the present school 
year, with increasing satisfaction and 
interest. We introduced it with the hope 
that it would aid, in some degree, in 
putting history upon an intelligent and 
rational foundation, that it would tend to 
raise the study from the stagnation of 
servile memorizing, and that it would to 
some extent aid in planting a desire for 
further reading. It has more than met 
our expectations. It is the first school- 
book, to my knowledge, that has even 
attempted to represent advanced educa- 
tional thought in this direction. 
{April II, 1887.) 

M'Louise Jones, Supt. of Schools, 
Charlotte, Mich. : In my judgment it is 
the best text-book yet published for High 
Schools having even a small historical 
library. We have found profit and 
pleasure in its use as a table book. 
{Dec. 7, 1886.) 



HISTORY. 



The following letters froin the Teacher of History iti the Oswego., 
IV. Y., Nor Dial School and frojn several of her pjipils., show that the 
History is a satisfactory book fro77i the pupils'' as well as from the 
teacher'' s point of view. 



Caroline L. G. Scales, Teacher of 

Histo?y, Nor7nal School, Osivego, N. Y. : 
I have used Miss Sheldon's History with 
three successive classes. To use any 
other text-book now would seem to me 
as drearily impossible as to banish 
leaves, flowers, buds, and germinat- 
ing seeds from my schoolroom, and 
set my pupils to memorizing the pages 
of a botanical text-book. For there is 
exactly the same difference between the 
methods of this history and that of any 
other as yet prepared for school use, that 
there is between the methods of natural 
science popularized by Agassiz and the 
old-time memorizing of printed facts 
about natural objects. In the one case, 
we study the realities and sharpen our 
wits by reasoning about them ; in the 
other, we cram our memories with the 
facts other people's wits have furnished 
us. It seems to me this new departure 
in historical text-books is destined to 
revolutionize the method of teaching 
history in our schools as thoroughly as 
the new methods in science are revolu- 
tionizing that department. If it does 
not do so at once, it will be because peo- 
ple in general do not yet see that there 
are historical realities, — laws, constitu- 
tions, creeds, etc., which may be — which 
must be — studied in the same way that 
a boy or a morning-glory is. I have but 
one fault to find with this book, — it is 
too interesting. So much thought is 
awakened in the pupils, so many lively 
discussions, so many searching questions 
are asked by them, that the time for the 
recitation always seems painfully insuffi- 
cient. I have told you what I think of 
the book. To show you what the pupils 
think of it, I subjoin two or three speci- 
mens of their criticisms of Miss Shel- 
don's History, handed in at my request 



by a class who had been using the book 
through the term. Let me say that these 
criticisms were given to me unsigned, 
that there might be no temptation to 
modify or exaggerate the real opinion 
of the individual. {April 14, 1887.) 



I know that this method of working 
in history has greatly strengthened my 
powers of reason, judgment, and percep- 
tion, and that I have much greater 
ability now to draw conclusions and in- 
ferences from mere facts, pictures, etc., 
which before contained nothing to me 
but that represented on their face. In 
fact I seem to see more interest and 
benefit in very many things, and am con- 
stantly thinking: "What might we infer 
from this? " At times I have felt that 
my knowledge of parts was narrow and 
incomplete, but comparing it with my 
previous study of history, I find it much 
broader than that I then received. Al- 
together I have greatly enjoyed the work 
in history, and should I ever teach it, it 
shall be according to Miss Sheldon's 
method. ^ 

This book gives a good general idea 
of the history, literature, art; interests, 
and material civilization of the different 
European and Oriental countries, and is 
not simply an appeal to one's memory, 
but to his judgment and reason. Many 
people think that if one has no previous 
knowledge of history the study of this 
book would be rather difficult. Perhaps 
this is so, but if one can master this his- 
tory the study of others will be made 
much more simple and interesting.^ The 
only fault tiiat can be found with it is 
that it is too interesting. The subject 
is too great to be hurried over in 



HISTORY. 



such a short time as we are allowed for 
studying it, yet it may be made of inesti- 
mable benefit to one, if studied in the 
right way. It widens one's knowledge, 
as it not only gives us many things about 
history, but art and literature are dwelt 
upon, and we may learn many things 
about them. Curiosity is excited by 
subjects that are brought up in class, 
and a desire to know more about them 
sends us to the silent lecturers — the 
books. It aids one by helping him to 
read carefully and thoughtfully, thus 
getting the drift of a selection, even 
though the meaning is often hidden. It 
quickens one's perception, memory, 
powers of comparison and application, 
and helps him in studying other lessons, 
for by being thoughtful and careful in 
this branch of study it cultivates careful- 
ness in other branches. The history is 
excellent in thought, purpose, and exe- 
cution. 

I think the book admirably adapted 
to normal work, as it stimulates indepen- 
dent thought, and teaches us to arrive at 
conclusions for ourselves. Although it 
is said not to cultivate the memory, still 
I have a much clearer idea of the suc- 
cession of events than when I mem- 
orized general history. History has 
been the most enjoyable subject I have 
had in the school. 



The work in history this term has 
been of the most enjoyable character. 
As I had never before made Ancient 
History a study, of course I have 
gained '^luch information. I now see 
how the works of the present day 
are but outgrowths of seeds sown in 
past centuries. I like Miss Sheldon's 
History very much, and think hardly 
enough can be said of the superiority of 
this work over the dry text-books which 
some use. Not only have we studied 
the battles, campaigns, and constitutional 
details, but the history of the art and 



literature, and in extracts can be seen 
the general characteristics of the people. 
We have not hurried over the ground to 
any great degree, or made a special 
study of memorizing dates, but can view 
historic facts critically and broadly. 
This way of study requires use of the 
reasoning faculties, to gain correct an- 
swers to questions asked from his- 
torical facts and from the extracts 
given. 

I think my work in history this term 
has helped me to think and to look 
farther than at the surface of things. I 
have a better idea of general history and 
of how one great event follows and 
grows out of another than I ever had 
before. 



Mrs, Mary S. Caswell, Pr'm., of 

Young Ladies' School, Poitland, Ale. : 
I have used Sheldon's History since 
September with a large class of girls, 
ranging from fifteen to seventeen years 
of age. The class varies greatly as to 
capacity, but I have never done work in 
history that was so satisfactory. The 
first two months' work was hard and 
often irksome, but the class now handles 
easily and almost without suggestion 
from me the "studies " and many of the 
reference books, I find the pictures and 
the suggestions on architecture very 
helpful and very interesting to the class. 
(April 17, 1887.) 

Florence A. Howe, Greenport 
L.I. : My class work splendidly with it 
when I let them use it. All always like 
to use it. By giving out different ques- 
tions to different benches, and then read- 
ing a part of a study, I get the liveliest 
of discussions. One good hearty dis- 
cussion does the class more good than 
seventy-five pages of the bare, dry facts. 
And they always get into discussion in 
the use of Miss Sheldon's History. 
(Jan. 20, 1887.) 



HISTORY. 



John F. Kent, Priit. of High School, 
Concord, N.H. : We are delighted with 
the history. I expect to read a paper on 
" Teaching of History " at the coming 
Merrimac County Teachers' Institute, 
and if so, shall say a good word for tliis 
excellent book. {May g, 1887.) 

Miss Eleanor J. Mackie, Private 
School, Newburgh, N. Y. : Myself and 
class are enjoying the history more and 
more each day, and feel like giving Miss 
Sheldon a vote of thanks. ( Oct. 10, 1886.) 

J. B. Leslie, Classical School, Pough- 
keepsie, N. Y. : I especially enjoy the 
History, with which I attain results be- 
yond my expectations, and I expected a 
great deal. (Nov. 10, 1886.) 

Benson Howard Roberts, Prin. 

of Chesbrough Se??iij/ary, North Chili, 
N.Y.: I think we have found a text- 
book that will remain in favor. 
{Sept. 23, 1886.) 

James H, Lansley, Prin. of Busi- 
ness Coll. and Jefferso7i Park Academy, 
Elizabeth, N.J.: We have used Shel- 
don's History with most satisfactoiy re- 
sults, having been able to sustain that 
desirable class interest, engendered only 
by intelligent discussion. The student 
of an investigating turn of mind will 
find much food for reflection. It is 
a book that has found a permanent 
place in our class-room. The more we 
use it the more we like it ; and the more 
intelligent the student, the better this his- 
tory suits him. {April 13, 1887.) 

Philomine P. Myer, Miss Gor- 
don's School, Philadelphia, Pa. : It is ex- 



cellent in. every particular, and cannot 
fail to be of great help to the careful 
student. It has been adopted in the 
advanced classes, and is already a fav- 
orite text-book, which is perhaps the 
highest recommendation we can give it. 
( Oct. 9, 1886.) 

Miss Carrie B. Sharp, Prin. of 

Westminster Seminary, Fort Wayne, Ind. : 
Last fall we introduced the book into our 
school. We like it very much indeed. 
It stimulates thought and incites to 
study. {Nov. 9, 1886.) 

Ettie L. Smith, Ass't, High School, 
Hinsdale, 111. : Having used the book 
during a part of this last year for supple- 
mentary work, I shall endeavor to have 
it adopted as the regular text-book the 
coming year. {Aug. 10, 1886.) 

C. S. Pennell, Prin. Mary Inst., St. 
Louis, Mo. : After one year's trial, the 
History is growing in favor with us. 
{April 30, 1887.) 

J. B. Abbott, Prin. of High School, 
Florence, Wis. : We are using Sheldon's 
General History in our schools with a 
great degree of satisfaction. 
{Nov. 20, 1886.) 

J. W. Miller, Prin. of Rhea's Mills 
Academy, Texas : After testing this book 
in class work, I take great pleasure in 
recommending it as a practical text- 
book. It encourages the student to 
search for historical facts, stimulating 
independent thought, instead of requir- 
ing monotonous memorizing of an 
author's answers. {April 6, 1887.) 



For Other testimonials from persons who have used the book, please 
see our History Circular. 



HISTORY. 99 



Methods of Teaching and Studying History, 

Second Edition, Entirely recast and rewritten. Edited by G. Stanley 
Hall, Professor of Psychology and Pedagogy in Johns Hopkins Univer- 
sity. 5^ by 7)^ inches. Cloth, xiv + 386 pages. Price by mail, ^1.40; 
Introduction price, ^1.30. 

nPHIS volume contains, in the form most likely to be of direct prac- 
tical utility to teachers, as well as to students and readers of his- 
tory, the opinions and modes of instruction, actual or ideal, of eminent 
and representative specialists in each department. About half the 
material of the first edition has been eliminated from this second 
edition, and new matter substituted to an extent which somewhat 
enlarges the volume, and of a kind which so increases its value and 
utility that readers of the old edition will find this essentially a new 
work. The following Table of Contents will give a good idea of the 
plan and scope of the book : — 
Introduction, By the Editor. 
Methods of Teaching American History. By Dr. A. B. Hart, Harvard 

University. 
The Practical Method in Higher Historical Instruction. By Pro- 
fessor Ephraim Emerton, of Harvard University. 
On Methods of Teaching Political Economy. By Dr. Richard T. Ely, 

Johns Hopkins University. 
Historical Instruction in the Course of History and Political Sci- 
ence at Cornell University. By President Andrew D. White, Cornell 
University. 
Advice to an Inexperienced Teacher of History. By W. C. Collar, A.M., 

Head Master of Roxbury Latin School. 
A Plea for Arch^qlogical Instruction. By Joseph Thacher Clarke, Di^ 

rector of the Assos Expedition. 
The Use of a Public Library in the Study of History. By William E, 

Foster, Librarian of the Providence Public Library. 
Special Methods of Historical Study, By Professor Herbert B. Adams, 

Johns Hopkins University. 
The Philosophy of the State and of History. By Professor George S. 

Morris, Michigan and Jolms Hopkins Universities. 
The Courses of Study in History, Roman Law, and Political Economy 

AT Harvard University. By Dr. Henry E. Scott, Harvard University. 
The Teaching of History. By Professor J. R. Seeley, Cambridge University, 
England. 



100 



HISTORY. 



On Methods of Teaching History. By Professor C. K. Adams, Corne:" 
University. 

On Methods of Historical Study and Research in Columbia Univer- 
sity. By Professor John VV. Burgess, Columbia University. 

Physical Geography and History. 

Why do Children dislike History? By Thomas Wentworth Higginson. 

Gradation and the Topical Method of Historical Study. Part I.— 

Historical Literature and Authorities, Part H. — Books for Collateral Reading. 

Part HI. — School Text-Books. Supplement. 

History Topics. By Professor W. F. Allen, Wisconsin University. 

Bibliography of Church History (see special index to this article). By 
Rev. John Alonzo Fisher, Johns Hopkins University. 

The following opinions of the hook tvlll be of interest to 
teachet^s and students of history : — 



Alice E, Freeman, Pres. of Wel- 
lesley Coll., Mass.: It is an admirable 
book in every way. What these men 
say in regard to their methods of work is 
most wise, as I know by experience as a 
student and as a teacher. The "Semi- 
nary Method " was an inspiration to me 
under that eminently good teacher, Prof. 
C. K. Adams, and it is our method of 
advanced work here. {Jan. i6, 1884.) 

Georg-e Lilley, Pres. of Dakota 
Agricultural Coll., Brookings : I wish to 
recommend the work to our class of nor- 
mal teachers connected with the college. 
{April 12, i886.) 

Paul Frederica, Professejir a V Unl- 
versite de Gaud, Ghent, Belgium : Veuil- 
lez remercir de ma part celui ou ceux 
des auteurs qui ont bien voulu me faire 
envoyer cet interessant ouvrage. Agreez 
mes salutations distingues. 
{Jan. 12, 1884.) 

A. M. Sperry, Supt. of Schools, Dodge 
County, Minn. : In adopting it as a guide 
for the teachers of this county in teach- 
ing history in our common schools I ex- 
press in the most practical way possible 
my opinion of its adaptation to their 



needs. It marks the beginning of bet- 
ter work in history. It will reveal to the 
teacher the means of awakening and 
guiding the historical sense in their 
pupils, and of giving to the study its 
true place as a source of pleasure and of 
power, not less in the common than in 
liigher schools. {Fed. 21, 1884.) 

Rev. S. L. Stiver, Prin. of Bunker 
Hill Academy, 111.: It is the most com- 
plete of its kind, and clearly sets forth 
the best general methods of work in this 
important branch of science and peda- 
gogics. The appendix, upon historical 
outlines and bibliography, is well worth 
the price in itself, and should be in the 
possession of every well-informed and 
progressive teacher of history. 
{March 8, 1884.) 

S. J. Sornberg-er, Teacher of His- 
tory, State Normal and Training School, 
Cortlattd, iW. Y. : I am very much pleased 
with the book. It gives to the teacher 
an outlook into the field of history which 
without it would never have been real- 
ized. The list of works of reference is 
alone worth the price of the book. 
{March 17, 1884.) 



HISTORY. 



101 



E. H. Russell, Prln. State Nortnal 
School, Worcester, Mass. : We lack most 
of all a clear knowledge on the part of 
teachers of how to do the work in an 
orderly, attractive, and effective manner. 
This need your book will do much to 
supply. It opens up the whole subject 
handsomely, and lets the light into it from 
all sides, making plain the principles of 
procedure, but leaving teachers free 
enough to make experiments and devise 
expedients of their own. 

Theo. B. Noss, Prift. South Western 
State Normal School, California, Pa. : 
It is new and excellent, — a book that 
should be in the hands of every teacher 
and student of history. {March i, 1884.) 

The Nation: The excellence and 
helpfulness of the book before us ought 
to secure it many readers. We can 
heartily recommend it, as well to teachers 
who are conscious of deficiencies in their 
preparation, as to principals and school 
boards who wish for assistance in laying 
out courses of study. 

The American : The volume is cer- 
tainly an excellent one, and one that 
ought to fill a need where a need has 
been felt, and to create a desire for 
something better where indolence or 
brainlessness has brought about a per- 
verse satisfaction. 

The Oldham Chronicle, Eng. : 
These great professors take us into their 
class-rooms, and show us in plain, simple, 
stirring, and impressive language their 
methods of teaching history, and they 
also give us their lists of lectures on his- 
tory. No teacher, student, or thoughtful 
young man ought to be without this fresh, 
bracing, invaluable work. The essays are 
instructive, vigorous, forceful, eloquent, 
purposeful. They stimulate, energize, 
quicken, and thrill the reader. It de- 
serves, and no doubt will receive, not 
only a warm welcome, but a wide and 
influential circulation. 



Yale Courant : The plans suggested 
would certainly be a most decided im- 
provement on the cut-and-dried text- 
book recitations that some of us have 
known. 

N. E. Journal of Education : We 

know of no work so valuable to students 
and readers of history as this. 

The N. Y. Examiner : If this book 
does not meet with a warm reception 
from teachers, it will not get its just 
deserts. No subject is so badly taught 
in our schools and academies as history. 
Neither teacher nor pupil dreams that 
any other method is possible, and accord- 
ingly history is cordially hated. A tho- 
rough study of this book would do much 
to remedy this defective method, and 
make the study of history delightful to 
all pupils, and to the teacher first of all. 

The Chicago Advance : In no 

branch is there more progress coming 
and about to come than in teaching 
history. The old methods are more and 
more discarded. This volume will help 
teachers greatly, and stimulate to fresh 
work. It will promote history to a more 
elevated place in many institutions, as a 
mental discipline of the best sort, and 
one of the chief things scholars should 
pay attention to. 

The Christian Union: It is a vol- 
ume full of inspiration and suggestion 
for teachers, the reading and study of 
which ought to renew their interest in 
one of the most important studies, and to 
enlarge, simplify, and correct their 
methods of teaching it. 

The British Mail : This book pos- 
sesses a distinct value, and will be wel- 
comed by many who are naturally 
dissatisfied with the results of the old 
method of teaching history. Such will 
find this book full of valuable hints, 
suggestions, and principles. 



104 



HISTORY. 



Albany Arg-us : Teachers of history 
cannot fail to be benefited by reading it. 
A warm welcome should be given to this 
work. 

The Baltimore Sun: A rapidly 
spreading and healthy change has taken 
place of late years in the methods pur- 
sued in teaching. It has become quite 
as important to arouse thought and in- 
still ideas as to teach dry facts memoriter. 
This manual will be found of great and 
sound suggestive value to teachers of 
history. Tlie bibliography of historical 
authorities and school text-books is very 
full, and will be found of great assistance. 

Philadelphia Press : It ought to be 
in the library of every parent and teacher. 

N. C. Teacher : If you think the 
study is dry, and cannot be made in- 
tensely interesting and profitable to your 
pupils, then be sure to read this book. 
Those teachers who were at our Chautau- 
qua last summer remember how admira- 
bly this subject was treated by Profs. 
Branson, Morson, Williams, and others, 
and their remarks must have convinced 
you that history can be made exceedingly 
attractive to your pupils, and a careful 
perusal of this new book on the subject 
will tell you how it can be done. 

Cleveland Leader : The articles in 
this volume were contributed by many of 
the deepest thinkers in the country. The 
writers are a guarantee of the value ot 
the volume. 

Buffalo Times : It is destined from 
its uniform excellence, its broad and 
scholarly suggestions, and its capital anal- 
yses of principles, to be of great utility. 

Detroit Free Press : All teachers 
will find it to their advantage to study its 
helpful, intelligent pages, which abound 
in sensible hints and sui^gestions as to 



the best methods of imparting informa- 
tion upon a dry subject and making it 
palatable to the young. 

Chicag-o Inter - Ocean : The 

chapters will be found, to teachers espe- 
cially, wonderfully suggestive and help- 
ful, containing as they do the experience 
of men who are fully cognizant of the 
needs of the class-room. 

Teacher's Quarterly, Danville, 
hid. : It embraces about all of real value 
that can be said upon methods of teach- 
ing and studying the subject of history. 
Every page of the book is full of most 
excellent hints and information. 

The Index, Ann Arbor, Mich. : As a 
collection of the opinions and experience 
of the best historical teachers in the 
country, its merits need no elaboration. 
Every young historical specialist, whether 
he be a teacher or not, will find the vol- 
ume full of inspiring suggestions. 

Educational Weekly, Toronto, 
Can. : There is a vast deal of stimulating 
thought throughout the whole book, 
which will not fail to help even the teacher 
of the smallest children. But it is to the 
teacher in the higher forms of our schools 
that these essays will be mainly useful. 
Principles, rather than methods, are 
dwelt upon, and of the methods none is 
dogmatically insisted upon as the only 
possible one. 

Central School Journal, Iowa : 
It is a book that every teacher and stu- 
dent of history should possess. The 
biographical references are alone worth 
the price of the volume. 

Queries, Buffalo, N. Y. : We recom- 
mend it without reserve. 

Minneapolis Tribune : To the 

student wlio Vvishes to take a post-gradu- 



HISTORY. 



105 



ate course in history and political science, 
this work will be a most timely assistant. 

Educational Record, Montreal: 
This publication will be very useful to 
those engaged in teaching and in study- 
ing history. 

The Schoolmaster, London, Eng. : 
Perhaps no subject of instruction in this 
country has raised more questions of 
discussion as to method than that of 
history. Plans of grouping details around 
famous persons or places; of connecting 
facts with chronology, or of classifying 
them according to their character; of 



tracing events back to causes, or causes 
onward to events ; of following the inter- 
influence of people among themselves; 
and of the various nations among one 
another, — these are a few of the ques- 
tions which present themselves to the 
mind of a teacher who is called upon to 
direct the studies of pupils in the history 
of this country. For original sources 
and choice of text-books, he is at the 
mercy of museum and publishers' cata- 
logues. How much easier would the 
task be if we could command the ser- 
vices of a volume similar to this present, 
which is provided for the use of teachers 
in the United States. 



History Topics, for High Schools and Col- 
leges. Part I. : Dynastic and Territorial History of Ancient and Modern 
Times. Part II.: History of the United States. With an Introduction 
upon the Topical Method of Instruction in History. By William 
Francis Allen, Professor in the University of Wisconsin. 43^ by"6X 
inches. Paper. 121 pages. Price by mail, 30 cts. ; Introduction, 25 cts. 



A course in general history should leave the student in possession 
"^ of three things : first, an outline of chronology ; second, a knowl- 
edge of the great decisive events and names of history ; third, some 
idea of the relation of contemporaneous events to one another at these 
great epochs, — as we may call them, — historical distajices, historical 
emphasis, and sy7icroiiisins. The method here presented, by its 
strictly chronological arrangement and its selection of special topics, 
is intended to accomplish the two first of these ends ; a synchronistic 
table, carefully drawn up by each member of the class, with strict 
adherence to chronological. proportion, will accomplish the third end, 
while assisting in the clear exposition of historical distances. 

The first object of the topical method is to give prominence to the 
most important names and events of history, and concentrate the 
reading of the students upon certain selected ones of these. A second 
object is to encourage independent research. 

In an appendix is given a classified list of those books which are 
considered most serviceable in connection with this method ; also a few 
of the most necessary genealogical tables. 




Old South Leaflets. 



Messrs. D. C. Heath & Co. 
take pleasure in announcing that, by 
special arrangement with the Di- 
rectors of the Old South Studies in 
History and Politics, they have be- 
come the publishers for schools and 
the trade of the new general series 
of Old South Leaflets. The Old South Leaflets, which have 
been published, during the last five years, in connection with 
the annual courses of historical lectures at the Old South 
Meeting House in Boston, have attracted so much attention and 
proved of so much service, that the Directors have determined 
upon the publication of this general series, with the needs of 
schools, colleges, private clubs and classes especially in mind. 
The Leaflets are prepared by Mr. Edwin D. Mead. They are 
largely reproductions of important original papers, accompanied 
by useful historical and bibliographical notes. They will consist, 
on an average, of sixteen pages, and will be sold at the low 
price of five cents a copy or three dollars per hundred. The 
aim is to bring them within easy reach of everybody. The Old 
South work is a work for the education of the people, and 
especially the education of our young people, in American his- 
tory and politics, and its promoters believe that few things can 
contribute better to this end than the wide circulation of such 
Leaflets as those now proposed. It is hoped that professors in 
our colleges and teachers everywhere will welcome them for 
use in their classes, and that they may meet the needs of the 
societies of young men and women now happily being organized 
in so many places for historical and political studies. Some 
idea of the character of this series may be gained from the fol- 
lowing list of the subjects of the first thirteen numbers, which 
are now ready. A large proportion of these early numbers 
relate to the Constitution and the history of its growth, which 
are now subjects of special interest to historical students. 

No. 1. The Constitution of the United States. 2- The Articles of 
Confederation. 3- The Declaration of Independence. 4- Washington's 
Farewell Address. 5- Magna Charta. 6. Vane's " Healing Question." 
7- Charter of Massachusetts Bay, 1629. 8- Fundamental Orders of Con- 
necticut, 1638. 9- Franklin's Plan of Union, 1754. 10- Washington's 
Inaugurals. 11. Lincoln's Inaugurals and Emancipation Proclamation. 12. 
The Federalist, Nos. i and 2. 13- The Ordinance of 1787. 




LIBRARY OF CONGRESS 

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